Problematic Beliefs Research Articles

C. S. Lewis and Penal Substitution: A Problem Case for New Calvinist Theology

I examine the general goodwill that the New Calvinist movement feels toward C. S. Lewis, and identify what I see as an anomaly in it. I argue that New Calvinists have good reason, based on their theology, to reject C. S. Lewis as an evangelical Christian on account of his doctrine of the atonement, and that their justification for not doing so is unsatisfactory. I engage the work of John Piper and Douglas Wilson as representatives of the movement, and show that in attempting to justify Lewis they misrepresent his beliefs. However, I then argue that they are nevertheless right in their insight that Lewis is ‘someone special’ who must be a Christian regardless of his problematic beliefs. Rather than engage in attempts to justify and explain away these important theological differences, I suggest that New Calvinists should think of them as anomalies which can be used to critically examine their own theology.

Forensic psychologists should use the behavioral experiment to facilitate cognitive change in clients who have offended

A key technique associated with effective cognitive behavioral therapy (CBT) is the behavioral experiment (BE). Within mainstream clinical psychology, the overall aim of the BE is to treat clients' problematic beliefs as a set of hypotheses to be tested. In this review, I examine the BE as a treatment technique and argue that widespread implementation of the BE could significantly improve CBT-based forensic psychological practice. I examine contemporary conceptualizations of cognition within forensic psychology as well as commonly used treatment techniques for instilling cognitive change. This analysis highlights that although some experiential techniques are used in forensic psychology to facilitate cognitive change (e.g., schema therapy), there is still a key focus on rational reasoning techniques such as Socratic questioning, psychoeducation, and thought monitoring. In this paper, I argue that current methods of instigating cognitive change within offending populations neglect key strategies necessary to generate convincing cognitive change. I offer the BE as a convincing and effective technique for facilitating change in problematic offender cognition at both the rational and experiential levels. I offer several recommendations for how to design and incorporate BEs into forensic practice and provide examples of BE use in forensic settings.

Ukraine, Mainstream Media and Conflict Propaganda

In several recent cases of actual or attempted regime change, Western governments alleged their opponents’ possession of weapons of mass destruction as pretexts for war. Many such allegations are now known to have been false or exaggerated. The Ukraine crisis (since 2013) is arguably of a different order of concern, since it has invoked the participation, in one sense or another, of the United States, the European Union and Russia, each of which possesses abundant nuclear weapons capacity. Can Western consumers of mainstream media news, potentially now more informed of the failures of mainstream media to exercise due caution in the face of their own governments’ propaganda, reasonably expect superior future performance? This paper finds little basis for optimism. Drawing from a broader work that monitors mainstream and alternative media, the study identifies 10 key narratives that together forge the battlefield for information warfare between nuclear powers and, with particular respect to mainstream, Western media coverage, the problematic beliefs, assumptions and presumptions that these media invite their audiences to ingest. One of the narratives is considered in detail: the events that took place in Crimea, Odessa and Eastern Ukraine between February and October 2014.

Activity-related parenting practices: development of the Parenting Related to Activity Measure (PRAM) and links with mothers' eating psychopathology and compulsive exercise beliefs.

This is a two-study paper that developed a measure to assess parenting practices related to children's physical activity and explored maternal predictors of such parenting practices. Study 1: A self-report measure of parents' activity-related practices (the Parenting Related to Activity Measure) was developed, and a principal component analysis was carried out using data from 233 mothers of 4.5- to 9-year-old children. The results supported a six-factor model and yielded the following subscales: Responsibility/monitoring; Activity regulation; Control of active behaviours; Overweight concern; Rewarding parenting; and Pressure to exercise. Study 2: Mothers (N = 170) completed the Parenting Related to Activity Measure, alongside measures of eating psychopathology and compulsive exercise, to identify predictors of activity-related parenting practices. Mothers' eating psychopathology and exercise beliefs predicted activity parenting practices with their sons and daughters, but different predictors were seen for mothers of daughters versus sons. Mothers' eating and exercise attitudes are important predictors of their activity-related parenting practices, particularly with girls. Identifying early interactions around activity/exercise could be important in preventing the development of problematic beliefs about exercise, which are often a key symptom of eating disorders. Copyright © 2014 John Wiley & Sons, Ltd and Eating Disorders Association.

Derivative Plumbing: Redesigning Washrooms, Bodies, and Trans Affects in ds+r’s Brasserie

diller scofidio + renfro’s Brasserie restaurant sets the scene for this article’s overarching question: what are the stakes of absorbing “the washroom” into our affective habits as trans people? This article uses architectural theory to show that some hygienic models of transgender—such as “original plumbing”—are less about explaining our genders to ourselves and more about (1) communicating our “fuckability” to (presumably non-trans) others and (2) codifying subtle and often problematic beliefs about the relationship between architecture and the body.

Evaluation of a school-based intervention programme for South African children of divorce

Objective: Parental divorce affects approximately 30 000 South African children annually. This pilot study aimed to evaluate the effectiveness of the Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented group programme which was developed to foster resilience by helping children cope more effectively with possible academic, behavioural, and emotional problems brought about by their parents’ divorce. Method: Twenty-five 10- to 14-year-old boys from two primary schools were randomly assigned to 2 experimental groups and 1 delayed intervention control group. The experimental groups attended 12 one-hour weekly sessions; the control group received no intervention until after the study was completed. Children's understanding of divorce related events and social, emotional and behavioural adjustment was assessed one week before the intervention and three months thereafter using a battery of self-rated, teacher-rated and parent-rated questionnaires. Results: One-way ANOVAs indicated no statistically significant decline in children's self-reported problematic beliefs about divorce or total difficulties. However, teachers’ and parents’ ratings indicated that compared to the control group, the combined experimental groups showed significant improvement in their general behavioural, emotional and social adjustment after programme participation. Conclusions: The results suggest that South African children who experience parental divorce may benefit from participation in CODIP.

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

Parental Divorce and Romantic Attachment in Young Adulthood: Important Role of Problematic Beliefs

In the current study 45 university students with either divorced or continuously married parents were surveyed about their romantic attachment, positive emotionality, depressive symptomology, self-esteem, and, when applicable, their retrospective beliefs about their parents’ marital dissolution. Findings revealed that parental divorce did not predict attachment insecurity, depression, or low self-esteem. In fact, adult children of divorced parents (ACDP) reported increased compassion, awe, enthusiasm, and perspective taking. Among ACDP, a composite factor representing increased fear of abandonment, peer rejection, and maternal blame was positively associated with adult attachment anxiety, even while controlling for parental conflict and divorce-related socioenvironmental disruption. Results are discussed in terms of their support of a complex understanding of the long-term effects of parental divorce, and in their inconsistency with a purely pathogenic model of parental divorce.

Face-to-Face and Telephone Counseling for Problem Gambling

Objective: This pragmatic randomized study was conducted to compare the effectiveness of telephone and face-to-face counseling in influencing problematic gambling beliefs and behaviors. Method: Ninety-two participants from diverse ethnic backgrounds who had been affected by problem gambling were provided with psychological interventions delivered either by telephone or conventional face-to-face counseling over a 3-month period. Results: A significant overall time effect between pre- and postintervention assessments was found for total hours, money and proportion of income spent, and the attitudes and beliefs scores. There was no significant difference in effect size between the two groups. Conclusion: This study provides preliminary evidence that both face-to-face and telephone counseling interventions might be equally effective in terms of short-term clinical outcomes measured postintervention.

Reproduction and Change on the Global Scale: A Bourdieusian Perspective on Management Education

abstractDespite a proliferation of critical studies on management education, there is a paucity of knowledge of the ways in which problematic beliefs, values, and practices are reproduced in and through management education. By drawing on and extending Bourdieu's seminal work, this paper offers a new perspective on reproduction on the global scale. Our framework spans three inter‐related levels of analysis: the dominant beliefs, values, and practices (nomos and doxa) of management in global society; the structuration of the field of management education on a global scale; and the prevailing pedagogical practices in management education programmes. Our analysis adds to critical studies of management education by elucidating the overwhelming institutional forces of reproduction and thus explaining how difficult it is to effect change in the prevailing ideas, values, and practices. Unlike most critical analyses, we also explain how change might take place and what it would require. Thus, our analysis advances studies of reproduction in this era of globalization more generally. It also provides an example of how Bourdieusian ideas can be applied and expanded upon in novel ways in research on education in general and management education in particular.

Patient experience of hypoglycaemia unawareness in Type 1 diabetes: are patients appropriately concerned?

Risk of severe hypoglycaemia is increased by absence of subjective awareness of hypoglycaemia and reduced by avoidance of minor hypoglycaemia. For many, problems persist despite educational strategies that work for others. We explored psychological factors that might inhibit the efforts of an individual in hypoglycaemia avoidance. People with Type 1 diabetes and hypoglycaemia unawareness gave semi-structured interviews exploring their perceptions and experiences of their condition. Identified factors were grouped into categories and analysed to establish links and form a grounded theory in a constant comparative analysis. A questionnaire was devised from the qualitative analysis to identify patients with problematic beliefs about their hypoglycaemia. Saturation (no new themes emerging) was reached with 17 patients. Responses fell into two groups: high concern and low concern regarding hypoglycaemia unawareness. Those in the first group described severe hypoglycaemia as aversive and wanted to regain awareness. The second group included three patients in whom unawareness was not associated with severe hypoglycaemia, nevertheless unhelpful attitudes which inhibited hypoglycaemia avoidance were expressed. Responses from this group fell into categories: (1) normalizing the presence of unawareness; (2) underestimating its consequences; (3) wanting to avoiding the 'sick role'; and (4) overestimating the consequences of hyperglycaemia. A qualitative analysis of patient interviews identified deficits in education, technology and motivation in hypoglycaemia unawareness. Interventions can therefore be tailored to target underlying problems that prevent individual patients from regaining awareness. A brief assessment tool was devised to categorize patients' hypoglycaemia unawareness accordingly. Psychological interventions should be developed to address the problems of 'low concern' regarding hypoglycaemia unawareness.

Development of affective modelling competencies in primary school learners

Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.

Extreme appraisals of internal states and bipolar symptoms: The Hypomanic Attitudes and Positive Predictions Inventory.

The Hypomanic Attitudes and Positive Predictions Inventory (HAPPI; W. Mansell, 2006) was developed to assess multiple, extreme, self-relevant appraisals of internal states. The present study aimed to validate the HAPPI in a clinical sample. Participants (N = 50) with a diagnosis of bipolar disorder (confirmed by a structured clinical interview) completed a series of questionnaires pertaining to clinical factors, reward motivation, cognitive style, symptoms, and functioning at baseline, in addition to the HAPPI. Over the following 4 weeks, participants were asked to complete self-report measures of symptoms (activation, perceived conflict, depression, and well-being), as well as work and social functioning, twice weekly. The authors hypothesized that the HAPPI would be associated with prospective bipolar symptoms and functioning, when controlling for baseline symptoms and potentially confounding measures. The HAPPI was positively, independently associated with activation and conflict after 4 weeks. Furthermore, individual HAPPI factors were associated with activation, conflict, and depression. The results provided preliminary support for the predictive validity of the HAPPI in a clinical sample. The HAPPI could be used in the future as a tool in cognitive behavioral therapy for bipolar disorder to identify problematic beliefs and guide formulation.

Dysfunctional beliefs and attitudes on sleep and sleep disturbances pre- and post-antidepressant treatments in patients with major depression.

To explore the relationship between dysfunctional beliefs and attitudes on sleep and sleep disturbances before and after a short-term pharmacotherapy in patients with major depression. Sixty-six (29 male, 37 female, 34.0 ± 9.5 years old) patients with major depression were recruited before the treatment. Dysfunctional Beliefs and Attitudes about Sleep (DBAS) questionnaire, Pittsburgh Sleep Quality Index (PSQI), Hamilton Depression Rating Scale (HDRS), and Hamilton Anxiety Scale (HAMA) were assessed before and after a 4-week antidepressant treatment. After the 4-week antidepressant treatment, depressive and anxiety symptoms were alleviated significantly, whereas sleep disturbance still persisted. And sleep quality was closely related with problematic sleep beliefs after the treatment. Some evidences are provided for cognitive behavioral therapy during antidepressant therapy, and the therapy should be matched with problematic beliefs and attitudes.

The Case of Gabriel: Treatment with Beckian Cognitive Therapy

The case of Gabriel, an anxious and depressed young man struggling with facing and completing his academic requirements, is hypothetically described from within the orientation of Beckian cognitive therapy. In this approach, Gabriel's psychological difficulties are hypothesized to involve schemas of incompetency and entitlement that give rise to maladaptive beliefs, hindering his ability and willingness to study, write papers, and attend classes. In turn, Gabriel's habitual avoidance worsens his views of himself, prevents him from habituating to his anxiety, interferes with pursuing his goals, and keeps him in a state of low self-efficacy. The therapist emphasizes the importance of assessing and modifying Gabriel's problematic beliefs and counteracting his avoidance via self-monitoring, behavioral experiments, exposures to academic tasks, rational responding, and related therapy homework assignments. The criteria for ending treatment and improving maintenance are discussed in light of Gabriel's potential secondary goals, including improving assertiveness, communication skills, and interpersonal relationships.

The Academic Rational Beliefs Scale: Development, Validation, and Implications for College Counselors

This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational‐irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and generalizability are presented and implications, benefits, and cautions associated with use of the instrument as a college counseling tool are discussed.

Paediatric pain education: A call for innovation and change

Paediatric pain education: A call for innovation and change

Roadblocks in Cognitive-Behavioral Therapy: Transforming Challenges Into Opportunities for Change

Roadblocks in Cognitive-Behavioral Therapy: Transforming Challenges Into Opportunities for Change

Making room for grief: walking backwards and living forward.

In this paper, the authors describe an aspect of a program of research around grief and clinical practice. The first phase of the study involves examination of experiences of grief with attention to troublesome or problematic beliefs that fuel the extent of suffering in the bereaved. The data, obtained from a review of videotaped clinical interviews with families seen in the Family Nursing Unit at the University of Calgary, were analyzed according to philosophical hermeneutic tradition. Findings suggest that grief is an experience that is ongoing, that changes in nature over time, but that involves a continuing relationship with the deceased; it is a graceful, periodic, deliberate walk backwards while keeping a sure foot in living forward.

10.17583/redimat.2015.1355

Preservice teachers often hold deficit views about the students they will teach and their communities. These limiting beliefs can result in lower expectations of and poor outcomes for the students, and need to be addressed in all areas of teacher education, including mathematics courses. In particular, mathematics content courses for preservice teachers offer numerous opportunities for investigating social justice issues and challenging preservice teachers’ beliefs. The assignment described in this manuscript provides an example of the work that can take place in mathematics content courses for preservice K-8 teachers. As part of the assignment, preservice teachers used mathematics to investigate negative perceptions that their campus community has of the surrounding neighborhood. They wrote reflections and created mathematical arguments about household income, poverty rates, educational attainment, crime, and diversity in the neighborhood. Through working on the assignment many preservice teachers began to question their stereotypes about the community. Because of the preservice teacher interest in the topic, and because some problematic beliefs were displayed in the reflections, there is a need for similar assignments in this and other courses, in order to help preservice teachers see the strengths of diverse communities, instead of just their shortcomings.