This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and those with (...) more years of graduate education said they felt more prepared to deal with ethical issues than students who had not taken an ethics course and who had fewer years of graduate education. Participants believed they were least prepared to deal with ethical issues involving child custody cases, possible ethical violations by colleagues, and potentially violent clients. Participants' concern about dealing with ethical issues was negatively related to their number of internship hours. (shrink)

As mental health nursing roles expand, is education expanding mental health nurses? an emotionally intelligent view towards preparation for psychological therapies and relatedness Mental health nurses (MHN) in the UK currently occupy a challenging position. This positioning is one that offers a view of expanding roles and responsibilities in both mental health act legislation and the delivery of psychological therapies, while simultaneously generic pre‐registration training is being considered. Clearly, the view from this position, although not without challenge (...) and internal discipline dispute, can also offer growing professional prestige, influence and respect from other health disciplines, as well as the wider public. Conversely, if the training, education and strategic enactment for new MHN roles is formulated and delivered from predominantly non‐MHN axiomatic and epistemological stances, MHN identity can be seriously and potentially permanently diminished. This paper offers the construct of emotional intelligence as a framework to respond to these future challenges through making individual MHN enablement a primacy. This enablement of MHNs through enhanced emotional intelligence competencies is argued as requiring priority over the standard approach of enhancing strategies alone. (shrink)

THE TEXT In the summer semester of 1925 in Freiburg, Edmund Husserl delivered a lecture course on phenomenological psychology, in 1926127 a course on the possibility of an intentional psychology, and in 1928 a course entitled "Intentional Psychology. " In preparing the critical edition of Phiinomeno logische Psychologie (Husserliana IX), I Walter Biemel presented the entire 1925 course as the main text and included as supplements significant excerpts from the two subsequent courses along with pertinent selections from various research manuscripts (...) of Husserl. He also included as larger supplementary texts the final version and two of the three earlier drafts of Husserl's Encyclopedia Britannica article, "Phenomenology"2 (with critical comments and a proposed formulation of the Introduction and Part I of the second draft by Martin Heidegger3), and the text of Husserl's Amsterdam lecture, "Phenomenological Psychology," which was a further revision of the Britannica article. Only the main text of the 1925 lecture course (Husserliana IX, 1-234) is translated here. In preparing the German text for publication, Walter Biemel took as his basis Husserl's original lecture notes (handwritten in shorthand and I Hague: Nijhoff, 1962, 1968. The second impression, 1968, corrects a number of printing mistakes which occur in the 1962 impression. 2 English translation by Richard E. Palmer in Journal o{ the British Society {or Phenomenology, II (1971), 77-90. 3 Heidegger's part of the second draft is available in English as Martin Heidegger, "The Idea of Phenomenology," tr. John N. Deely and Joseph A. (shrink)

School Psychology Ethics in the Workplace introduces a pragmatic and user-friendly model that helps readers become proficient ethical decision-makers using the 2020 NASP ethical code and to critically engage the ethical standards and work through ethical dilemmas that often occur in school and clinical settings. This book provides an overview of the National Association of School Psychologists' (NASP) latest Principles for Professional Ethics. It introduces readers to various ethical codes related to psychology, the importance of having ethical codes, the limitations (...) of ethical codes, and an ethical decision-making model that accounts for multicultural and social justice issues. Over 100 ethical case studies are presented in the text that specifically relate to NASP's Principles for Professional Ethics. Readers are provided step-by-step directions on how to use the ethical decision-making model when problem solving each case scenario. School psychology graduate students and their instructors will find this guide invaluable for learning NASP's new ethical code and for being prepared for situations school psychologists are likely to experience in practice. (shrink)

Since Seligman's 1971 statement that the vast majority of phobias are about objects essential to the survival of a species, a multitude of laboratory studies followed, supporting the finding that humans learn to fear and detect snakes (and other animals) faster than other stimuli. Most of these studies used schematic drawings, images, or pictures of snakes, and only a small amount of fieldwork in naturalistic environments was done. We address fear preparedness theories, and automatic fast detection data from mainstream laboratory (...) data and compares it with ethobehavioural information relative to snakes, predator-prey interaction, and snakes’ defensive kinematics strikes in order to analyse their potential matching. From this analysis four main findings arose, namely that: 1) Snakebites occur when people are very close to the snake and are unaware or unable to escape the bite; 2) Human visual detection and escape response is slow compared to the speed of snake strikes; 3) In natural environments, snake experts are often unable to see snakes existing nearby; 4) animate objects in general capture more attention over other stimuli and dangerous but recent objects in evolutionary terms are also able to be detected fast. The issues mentioned above pose several challenges to evolutionary psychology-based theories expecting to find special-purpose neural modules. The older selective habituation hypothesis (Schleidt, 1961), that prey animals start with a rather general predator image from which specific harmless cues are removed by habituation might deserve reconsideration. (shrink)

That Kant sees the faculties of imagination and judgment as closely related is not controversial. Yet precisely how they relate to each other, especially across his Critical philosophy, is less clear. In this paper, I consider the relationship between what Kant calls the ‘power of imagination’ [Einbildungskraft] and the ‘power of judgment’ [Urteilskraft]. I argue for the following claim: insofar as the power of judgment is the faculty of thinking particulars under universals, the power of imagination is the faculty of (...) producing and providing particulars for judgment—either to reflect on or to subsume under universals. Such an account reveals that our capacity for imagination is intimately bound up with our capacity to judge. (shrink)

Ian Parker has been a leading light in the fields of critical and discursive psychology for over 25 years. The Psychology After Critique series brings together for the first time his most important papers. Each volume in the series has been prepared by Ian Parker and presents a newly written introduction and focused overview of a key topic area. Psychology After the Unconscious is the fifth volume in the series and addresses three central questions: - Why is Freud's concept of (...) the unconscious important today? - Does language itself play a role in the creation of the unconscious? - How does Lacan radicalize Freud's notion of the unconscious in relation to cultural research? The book provides a clear explanation of Freudian and Lacanian accounts of the unconscious. It also highlights their role in offering a new way of describing, understanding and working with the human subject in clinical settings and in cultural research. Part One shows how the unconscious is elaborated in Freud's early case studies in Studies on Hysteria, while Part Two focuses on Lacan's re-working of the unconscious and its relationship to language and culture in his influential public seminars. The book also provides access to key debates currently occurring in Freudian and Lacanian psychoanalysis, exploring both the clinical dimension and the consequences for psychological and cultural research. Psychology After the Unconscious is essential reading for students and researchers in psychology, psychosocial studies, sociology, social anthropology and cultural studies, and to psychoanalysts of different traditions engaged in academic research. It will also introduce key ideas and debates within critical psychology to undergraduates and postgraduate students across the social sciences. (shrink)

Background: The Marathon runners must have the proper technical preparation to reach excellence and to achieve adequate psychological preparation for the race. Against this background, the current study aims to describe the implementation results of a cognitive-behavioral intervention based on psychological skills training for marathon runners.Methods: Fourteen amateur male marathoners with an average age of 30 were trained with various emotional and cognitive control techniques to enhance their performance in competition. Various psychological variables, related to (...) the subjects level of perceived stress, and to qualitative characteristics of their thoughts were measured before and after the target marathon race. Results were analyzed through non-parametric tests for two related samples. The Cohen's d effect size for single-group pretest-posttest repeated measures were also performed.Results: Statistical analysis reveals that, controlling for age and running experience, the intervention decreased significantly the level of perceived stress and the occurrence of negative thoughts before the race, during, and after the race.Conclusion: Training in cognitive control and relaxation techniques, as part of the psychological skills training could determine the quality of performance of marathon runners. (shrink)

Mazur & Booth's (1998) target article concerns basal and reciprocal relations between testosterone and dominance, and has its roots in Mazur's (1985; 1994) model of primate dominance-submissiveness interactions. Threats are exchanged in these interactions and a psychological stress-manipulation mechanism is suggested to operate, making sure that face-to-face dominance contests are usually resolved without aggression. In this commentary, a recent line of evidence from human research on the relation between testosterone, cortisol, and vigilant (dominant) and avoidant (submissive) responses to threatening (...) “angry” faces is discussed. Findings, to a certain extent, converge with Mazur & Booth's theorizing. However, the strongest relations have been found in subliminal exposure conditions, suggesting that biological instead of psychological mechanisms are involved. (shrink)

The book Psychology industrial Efficiency by Hugo Munsterberg, which was published in 1913, is considered a classic in the field of Industrial Psychology. The book is organized into 3 main sections which concentrate on different areas of industrial productivity, particularly in environments where people work for others to create. The key areas covered include: Detecting Workers Suited to the Task: This section concentrates on locating individuals psychologically and mentally prepared for particular jobs. It reviews scientific vocational guidance and experimental psychology (...) in selecting the most appropriate individuals for various roles. Productive Conditions: The second part relates to creating productive working conditions which are optimum. The study investigates the adaptation of psychical and technical conditions, movement effectiveness, and the consequences of monotony, attention, exhaustion, social and physical factors on working power. Effectively Using Effort: The concluding chapter talks about the most efficient use of the efforts of workers. It contains research into economic demands, how advertisements impact individuals and buying and selling methods. (shrink)

It is assumed that social bonds in humans have consequences for virtually all aspects of behavior. Social touch-based contact, particularly hand caressing, plays an important role in social bonding. Pre-programmed neural circuits likely support actions (or predispositions to act) towards caressing contacts. We searched for pre-set motor substrates towards caressing by exposing volunteers to bonding cues and having them gently stroke a very soft cloth, a caress-like movement. The bonding cues were pictures with interacting dyads and the control pictures presented (...) non-interacting dyads. We focused on the readiness potential, an electroencephalographic marker of motor preparation that precedes movement execution. The amplitude of the readiness potential preceding the grasping of pleasant emotional-laden stimuli was previously shown to be reduced compared with neutral ones. Fingers flexor electromyography measured action output. The rationale here is that stroking the soft cloth when previously exposed to bonding cues, a compatible context, would result in smaller amplitudes of readiness potentials, as compared to the context with no such cues. Exposure to the bonding pictures increased subjective feelings of sociability and decreased feelings of isolation. Participants who more frequently engage in mutual caress/groom a “significant other” in daily life initiated the motor preparation earlier, reinforcing the caress-like nature of the task. As hypothesized, readiness potentials preceding the caressing of the soft cloth were significantly reduced under exposure to bonding as compared to control pictures. Furthermore, an increased fingers flexor electromyographic activity was identified under exposure to the former as compared to the latter pictures. The facilitatory effects are likely due to the recruitment of pre-set cortical motor repertoires related to caress-like movements, emphasizing the distinctiveness of neural signatures for caress-like movements. (shrink)

In preparation for examining the place of introspective evidence in scientific psychology, the chapter begins by clarifying what introspection has been supposed to show, and why some concluded that it couldn't deliver. This requires a brief excursus into the various uses to which introspection was supposed to have been put by philosophers and psychologists in the modern period, together with a summary of objections. It then reconstructs some actual uses of introspection (or related techniques, differently monikered) in the early (...) days of experimental psychology. It distinguishes broader and narrower conceptions of introspection and argues that recent critics have tended to misdescribe how introspection was supposed to work. Drawing upon the broader conception of introspection, it argues that introspective reports are ineliminable in perceptual psychology. It concludes with some examples of such ineliminable uses of introspective reports in both earlier and recent perceptual psychology. (shrink)

Organisational psychological defences protect the self-esteem and moral integrity of the organisational personality even at the expense of sacrificing the morality of actions. This paper analyses the spectrum of defences used by an oil refinery and its parent company during an oil spill incident. A hypothetical model of defences built on Swajkowski’s four responses to accusations of organisational misconduct – refusals, excuses, justifications and concessions – is tested through this case. On the basis of empirical findings it is obvious (...) that defences delay, impede and interrupt the mitigation and recovery actions of incidents. It is not possible to break the defence behaviour of individuals because it is a built-in psychological mechanism in all humans serving a valuable purpose of dosing the pain of injury. However, it is possible to separate individual and organisational behaviour so that automatic organisational procedures mitigate, recover and, ultimately, prevent incidents. The organisational psychological task of crisis management is to mitigate the organisation’s ego defences, recover from its emotional turmoil and prevent further traumas by making its ego stronger and more flexible. The argument of this paper is that in practice organisational defences act as bumpers against becoming too conscious of the gap between the corporate rhetoric and reality, as subconscious breaks against too fast change demands, and as batteries in their preconscious effort to prepare for the change. Organisational refusals act as bumpers, excuses as breaks and justifications as batteries, while concessions imply that a change towards a more responsible corporation is taking place. (shrink)

Purpose Although surrogate decision-making is prevalent in intensive care units and concerns with decision quality are well documented, little is known about how clinicians help family members understand the surrogate role. We investigated whether and how clinicians provide normative guidance to families regarding how to function as a surrogate. Subjects and methods We audiorecorded and transcribed 73 ICU family conferences in which clinicians anticipated discussing goals of care for incapacitated patients at high risk of death. We developed and applied a (...) coding framework to identify normative statements by clinicians regarding what considerations should guide surrogates’ decisions, including whether clinicians explained one or more of Buchanan and Brock’s three standard principles of SDM to family members. Results Clinicians made at least one statement about how to perform the surrogate role in 24 conferences ). We observed three general types of normative guidance provided to surrogates, with some conferences containing more than one type of guidance: counselling about one or more standard principles of SDM ; counselling surrogates to make decisions centred on the patient as a person, without specifying how to accomplish that ; and counselling surrogates to make decisions based on the family’s values. Conclusions Clinicians did not provide normative guidance about the surrogate role in two-thirds of family conferences for incapacitated patients at high risk for death. When they did, clinicians’ guidance was often incomplete and sometimes conflicted with standard principles of SDM. Future work is needed to understand whether providing explicit guidance on how to perform the surrogate role improves decision-making or mitigates surrogates’ psychological distress. (shrink)

As workforce aging continues through the next decade, the number of persons who will retire from long-held jobs and careers will increase. In recent years, researchers across disciplines of psychology have focused attention on the impact of the retirement process on post-retirement adjustment and well-being. One area that has received attention from investigators in both psychology and economics pertains to the impact of retirement planning on the retirement decision and post-retirement adjustment. The objective of the current review is twohreefold. The (...) first goal is to review the literature on retirement planning with attention to past conceptualizations and current theoretical specifications. Second, empirical work investigating the psychological antecedents of retirement planning is reviewed. The primary conclusion reached from this review is that, conceptually, retirement planning continues to be poorly delineated and, thereby, narrowly investigated. Empirically, cognitive antecedents of retirement planning continue to figure prominently in both workplace and retirement researches. The boundary conditions of retirement planning, as well as alternative mechanisms for adult wellbeing, are discussed. Specifically, retirement planning’s meaning amidst increasing job mobility and longer life expectancies are identified as two complementary areas for future empirical integration of work - retirement research domains. (shrink)

Positive Psychology Interventions as an Opportunity in Arab Countries to Promoting Well-being AbstractIn this perspective paper, we emphasize the importance of further research on culturally-sensitive positive psychology interventions in the Arab region. We argue that these interventions are needed in the region because they not only reduce mental health problems but also promote well-being and flourishing. To achieve this, we shed light on the cultural elements of the Arab region and how the concept of well-being differs from that of Western (...) culture. We review the research conducted in Arabia, briefly evaluate the quality of this research and list some adapted measurements. We furthermore propose guidelines and recommendations for future evidence-based positive psychology interventions research to align with the national culture in various sectors and community samples that contribute to the development of well-being in the Arab world.Introduction Extensive research on Positive Psychology Interventions (PPIs) - defined as activities focus on promoting positive feelings, thoughts, or behaviour (Sin & Lyubomirsky, 2009) - has shown their effectiveness in well-being and mental illness (e.g., Chakhssi et al., 2018; Hendriks et al., 2020). A recent review of 347 studies showed that PPIs have a significant effect on promoting quality of life and well-being and reducing anxiety and depression (Carr et al., 2020). However, the issue is that most of these studies (82%) remain narrow in focus only on Western Educated Industrialised Rich Democratic (WEIRD) countries (Hendriks et al., 2019). Therefore, they may not be effective for other countries such as the Arab countries where there are various cultural differences. This highlights the key role that culture can play in enhancing PPIs engagement, acceptability, and eventually, effectiveness (Hendriks & Graafsma, 2019). Recently, the field of PP in the Arab region has begun to grow (Basurrah et al., 2021; Rao et al., 2015). However, studies conducted in these countries are scant and of poor methodological quality. We have found humble quantity and quality of empirical studies. Yet, Arab countries, home to 5% of the world’s population, have a burden of mental health problems above global levels (GBD 2015 Eastern Mediterranean Region Mental Health Collaborators, 2018). Prevalent stigma, war and conflict were some of the contributors (Maalouf et al., 2019). Thus, to properly address this cultural stigma against mental health problems, PPIs could provide an additional role alongside traditional psychology approaches (e.g., Cognitive Behavioural therapy - CBT). Further, in light of the political conditions that some Arab countries are going through and the negative effects that they cause, it has become necessary to use the method of prevention that is the focus of PP and not only of treatment as a strategy for applications and practice. It has been noted that the mental health care system in the Arab region focuses highly on illnesses treatment and neglects the significant role that PP plays in enhancing human potential and well-being. We - here in Arabia –are becoming more influenced by many global issues particularly the COVID-19 pandemic and their impact on mental health and well-being (e. g. prevalence of stress, anxiety, depression among the general population during the pandemic (Salari et al., 2020). In response, Waters et al. (2021) have recently presented how positive psychological factors can play a significant role in buffering mental illness, enhancing mental health throughout the pandemic, and building positive processes and capacities that can help to promote future mental health.Here in this perspective paper, we highlight the cultural aspects of Arab countries. Specifically, we present previous PPIs research conducted in Arabia and briefly evaluate the quality of this research. Importantly, we discuss the need of developing an indigenous and culturally sensitive PP among the Arab region (Lambert et al., 2015).Arab Culture “Arab World,” which comprises 5% of the world’s population, refers to the Arab countries in the Middle East and North Africa. Despite the increasing pace and progress of different businesses in many Arab countries, individual communities are still limited in certain prominent economic places. Arab people rather gather in collective communities. They generally share the same Arabic Islamic culture, speak the same language, and descend from the same Arab families when going back in history no matter what nationality they have nowadays. Yet, very many changes came to communities before borders were drawn between countries and after. For instance, geography, topography, demography, and socio-economic status affect peoples’ nature of jobs and lifestyles. For example, Arabs in the east, west, or the middle have similar tongues; however, almost every Arab country has its accent. Therefore, people need to go back to the formal Arabic language ‘Fus-ha’ or learn more about different Arabic dialects when communicating cross-countries. According to Hofstede’s model (2011) based on the individualism-collectivism dimension, the Arab countries (Eastern society) have been classified as a collectivist culture, where their identity and decisions are influenced by social systems. In contrast, the United States (Western society) has been classified as an individualist culture focusing on individual decisions. Although there are degrees of individualism among Arabs in certain countries, they still share collective common characteristics. Here, we explore the meaning of collectivistic conceptions of the self, emotions, values, and religion in Arab countries and how they differ from those in individual Western cultures. The Self Since the field of PP focuses on the development of self, it is vital to recognize that self-concept varies across cultures. Individualism generally emphasises the self-directed and autonomous individual (Realo et al., 2002). People in individualist countries focus primarily on their personal characteristics (e.g., motives, abilities) to build their self-concept. On the other hand, collectivism refers to several social structures that highly value the groups to which people belong, such as family and tribe (Realo, 2003). People in collectivist countries such as the Arab countries focus primarily on their relationships with others to build their self-concept (Markus & Kitayama, 1991). Hence, research from Arab countries should focus on the core elements of collectivism when implementing PPIs to make a significant, meaningful impact. For example, people from a collective culture may experience a greater enhancement in well-being when practising interventions that are more prosocial and group-oriented such as compassion, performing acts of kindness, writing a gratitude letter, and using character strengths in everyday context including social context, compared with self-oriented interventions such as identifying character strengths. Emotions, value, and Religion Research shows that Western culture emphasises the goal of maximizing positive emotions, while Eastern culture emphasises embracing and balancing positive and negative emotions (Leu et al., 2011). To illustrate, culture plays an important role in influencing perceptions of happiness. People in individualist countries value happiness highly. In contrast, people from the collective countries value low arousal positive emotions (Leu et al., 2011) and exhibit a fear of happiness (Joshanloo & Weijers, 2014; Joshanloo, 2013). Hence, the influence of positive emotions plays a limited role in the mental health of Eastern society. Speaking of Value, for an Arab, the family is the centre of honour and the most important social unit. This loyalty has an impact on every part of an Arab’s life. Arabs honour their families and highly value their friendships. Therefore, future research could shed more light on group-oriented interventions (e.g., kindness) that focus more on the relationship with family, friends, and community. When it comes to religion, Arab society has a rich culture in values and believes that place a high emphasis on spirituality. Religion is the most important and distinctive aspect of Arab culture. Arab countries vary in terms of religion, with Islam being the predominant religion in most of them. Well-being (Hedonic and Eudaimonic) It is necessary here to clarify what is meant by hedonic and eudaimonic definitions of well-being. While the term ‘Hedonic’ is based on the pursuit of maximum levels of pleasure (feeling good), the term ‘Eudaimonic’, on the other hand, is based on meaning and the development of virtues (functioning well; Keyes & Annas, 2009). Research indicates that cultures are not equally supportive of hedonic and eudaimonic aspects (Joshanloo & Jarden, 2016). In comparison to collectivism, hedonism appears to be more congruent with individualism (Joshanloo, 2014). Pleasure and positive emotions are considered a way to pursue happiness in Western culture, while this method is not highly favoured in Eastern cultures (Lee et al., 2013); Because they consider suffering and negative emotions as contributing factors to spiritual development. Therefore, the eastern perspective is more in line with a eudaimonistic view which emphasises virtues, meaning, and feeling of belongingness. However, although we believe that both approaches can be found to a certain level in both cultures, the differences suggest that there are different routes to happiness. Positive Psychology in the Arab region Positive psychology - "the scientific study of what makes life most worth living" (Seligman & Csikszentmihalyi, 2000) - is one of the newest branches of psychology. It focuses on three main pillars: (1) positive subjective experiences (such as happiness and love); (2) positive individual characters (such as gratitude and compassion); and (3) positive institutions (for the application of positive principles within institutions and organizations; Seligman & Csikszentmiha lyi, 2000). Some of the main topics of interest in positive psychology include character strengths, gratitude, hope, happiness, mindfulness, optimism, positive thinking, and resilience. Within the applications of this science, various domains of well-being (such as happiness, engagement, positive emotions, and meaning) can be enhanced by practising positive psychology interventions (Sin & Lyubomirsky, 2009). Interestingly, these interventions have also produced benefits beyond well-being, such as reduced mental health issues (Chakhssi et al., 2018; Hendriks et al., 2020).Nowadays, PP is increasingly noticed in the Arab world (Lambert & Pasha-Zaidi, 2019; Rao et al., 2015). In recent years, there has been a great effort to explore the PP field across Arab countries. Several initiatives have emerged aimed at promoting well-being and flourishing. For example, the Middle East Journal of Positive Psychology published its first volume in 2015. On the International Day of Happiness in 2017, United Arab Emirates University launched its Emirates Center for Happiness Research. Meanwhile, Effat University in Saudi Arabia started the first Positive Psychology and Well-being Research Lab, the first symposium, and the first PP course. In 2019, Louise Lambert and Nausheen Pasha-Zaidi published the first regional text entitled “Positive Psychology in the Middle East/North Africa.” There are other efforts spent in the region as well; such as the work conducted in Egypt. Ibrahim Younus established the Arab Association for Positive Psychology https://www.psycholearn.com/en/associative.php which provides several courses on PP and also published a book entitled “The Power of Positive Psychology” (Younus, 2017). Despite this development, nothing can compare to the quantity and even quality of research in other countries. In light of our observations, the few PP studies may be attributed to the lack of awareness of the constructive approach and prevention compared to problem-solving. An Arab dentist once said: “people do not come to me until they are badly in pain.” In any case, many studies have taken place in Arab countries in the last decade, more of which are descriptive and less of which experimental. For example, Abdel-Khalek (2010) found positive correlations between quality of life, subjective well-being, and religiosity among students in Kuwait. Abdel-Khalek (2016) developed “the Arabic Scale of Religiosity,” which significantly correlated with PP variables among students in Algeria, Kuwait, and Egypt. Recently, empirical studies on PPIs have arisen in Arab-Islamic countries. More attention has been focused on promoting well-being and alleviating the high burden of mental health problems in the region (GBD 2015 Eastern Mediterranean Region Mental Health Collaborators, 2018). For instance, several studies examined the effectiveness of mindfulness among university students (e.g., Al-Ghalib & Slim, 2018; Awad, 2019; Thomas et al., 2016), parents of children with autism (Rayan & Ahmed, 2016) and addicted adults (Al-Rashidi, 2018). Such an intervention has positive effects. Participants who practised mindfulness reported reduction in stress and depression as well as improvement in well-being and resilience. Moreover, the results of a recent pilot study found positive impacts on enhancing emotional regulations and reducing stress among Arab teachers (Berkovich-Ohana et al., 2020). Some studies have also begun to examine various interventions targeting character strengths (Basurrah et al., 2020; Chérif et al., 2020), self-compassion (Elaiwah, 2017), positive thinking (Mohammed et al., 2014; Hadad, 2014), and hope (Zaki, 2016). Interestingly, a new finding considering the fear of happiness among people from collective countries has been examined. Lambert et al. (2019) provided evidence that a 14-week PPIs programme has an impact on reducing the fear and fragility of happiness beliefs among university students in the United Arab Emirates.Since Arab countries place great emphasis on spirituality, several authors have considered the aspect of religion when implementing PPIs. For instance, an empirical study by Al-Seheel and Noor (2016) found that expressing gratitude towards God “Allah” increases the happiness of the Muslim more than the usual gratitude intervention. Additionally, Al-Ghalib and Salim (2018) examined a religiously sensitive mindfulness-training programme with university students and found a positive effect on life satisfaction and a slight reduction in stress, depression, and anxiety. Hence, the role of religion is vital to make the interventions more relevant to Arab culture where people can connect Islamic philosophy with PP theories and practices. These studies reviewed here provide further support for the need for culturally sensitive interventions among the Arab population. More recently, the first systematic review of PPIs in Arab countries was conducted by Basurrah et al. (2021; the protocol has been published in BMJ Open and the final manuscript has been submitted for publication). Reviewing a total of 39 studies, the most commonly studied interventions were mindfulness, positive thinking, and resilience. Only a handful of studies examined gratitude, character strengths, forgiveness, self-compassion, savouring, or finding flow. Further analysis revealed that most studies from Arab countries have several methodological limitations. This included a lack of protocol guidelines, few well-designed randomized controlled trials (RCTs), blinding issues, small sample sizes, lack of active control groups, and lack of research into certain populations (e.g., teachers, employees, and people in distress in refugee camps). Discussion PP was founded on an individualistic framework (Christopher & Hickinbottom, 2008). To ensure that PPIs are culturally meaningful, this paper includes some cultural elements of the Arab region that should be considered to serve the needs of the Arab population. In the Arab world, some people may believe that PP is solely about happiness and being positive. If so, it is important to educate the public about the findings of rigorous studies evaluating PPIs such as gratitude, hope or flow on health, well-being and performance. To explain the value and effectiveness of these evidence-based approaches, examples might include studies linking gratitude with benefits for people with heart disease (Cousin et al., 2021), or how PPIs can promote quality of life in cancer patients (Casellas-Grau et al., 2014). There is some evidence about PPIs being effective in improving well-being in the Arab region, but research in this region is still in its infancy and little information is available regarding PPIs and the experience of Arabs participating in such interventions. Hence, there is still much more to investigate in this regard. Future research should empirically examine the effectiveness of various unstudied interventions such as savouring, gratitude, self-compassion, character strengths or finding flow. A combination of quantitative and qualitative approaches is required to provide an in-depth understanding of Arabs’ experience and impressions of PPIs and how and why they work. This may provide useful information to inform the appropriate design of PPIs to suit Arab culture and needs. Furthermore, while some research on PPIs has been carried out in the region, most of these studies have been of poor quality that suffered from small sample sizes, confounding factors, and a high degree of bias. To overcome these issues, future research should improve research quality, including protocol guidelines and well-designed RCTs. In particular, research should include randomization, allocation, blinding, power analysis to determine adequate sample size, active control groups to reduce bias, and follow-up periods of at least 12 months.Among the most popular resources that future PP practitioners may refer to are the International Positive Psychology Association (IPPA) and the International Positive Education Network (IPEN). Also, we recommend the Middle East Journal of Positive Psychology and the first regional book (Lambert & Pasha-Zaidi, 2019). To develop and/or adapt a multi-component PPIs, we would recommend referring to Character Strengths (Peterson & Seligman, 2004), the theory of well-being (PERMA Model: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment; Seligman, 2011), and the Five Ways to Well-being: Connect, Be Active, Take Notice, Keep Learning, and Give (Aked et al., 2008). Finally, single-component PPIs are based on theories like Broaden-And-Build (Fredrickson, 2004), Hope (Snyder et al., 2002), and Self-Determination (Deci & Ryan, 2012) can be also considered. Two other concepts that would be usefully applied are ‘Savouring’ (Bryant & Veroff, 2007) and Phillip Zimbardo’s Time Perspective (Stolarski et al., 2015). For instance, savouring has a positive temporal orientation to reminiscing the good memories from the past, enjoying the hedonic present moments, and willing proactively to make a better future. Now, what is even maybe more interesting for Muslims is “Transcendent Future” where all intentions, words and actions are devoted to that life after death. In addition, there is a model already prepared for the clinical purpose called Positive Psychotherapy (PPT). Tayyab Rashid and Martin Seligman published a PPT manual for clinicians in 2018. And for cross-cultural applications, including Muslim Arab culture, Rashid and Al-Haj Baddar (2019) have written a paper presenting PPT and its efficacy. PPT overview in detail shows sessions, themes, skills, practice, and cultural considerations where a mixture of PPIs based on PERMA, Strengths, and other PP concepts can be found. Regarding PP measurements, it is highly recommended to generate indigenous tools based on cultural backgrounds reviewed here in the article. An example of this is a tool for measuring Muslim well-being by including domains beyond what is found in Western literature. So far, in the Arab region, several attempts have been made to adapt PP tools. For example, Marei Salama-Younes (2018) validated the Arabic versions of different measures of well-being (e.g., satisfaction with life scale, the subjective vitality scale). Other validated scales as well include the self-compassion scale (Alabdulaziz et al., 2020), and the passion scale (Salama-Younes & Hashim, 2018). Conclusion This paper has discussed the cultural aspects of Arab countries and the need of developing culturally sensitive PPIs. The past decade has seen an increase in mental health problems in the Arab region. Stigma and lack of awareness have been always there. Among the issues are also wars, conflicts, and displacement in many Arab countries such as Iraq, Lebanon, and Palestine (Hassan et al., 2016). These indicate an urgent need to prevent mental illness and promote well-being. Indeed, we highlighted the importance of integrating culture with PPIs, following the guidelines for the cultural adaptation of PPIs (Hendriks & Graafsma, 2019) and the ethical guidelines for PP practice (Jarden et al., 2020). Another significant contribution of this paper is to highlight the importance of improving the quality of research conducted in Arab countries. In brief, this paper has several practical implications. It is an open invitation for researchers, policymakers, and practitioners alike to be more exposed to PP; as well as to better conceptualising and adapting interventions and measurement tools to the local culture in different sectors to maximize their effectiveness. And as we consider it as an invitation for us too, here we are starting a PPIs practice guide in Arabic language and for Arab practitioners. The insights gained from this paper may be useful for placing well-being on top of priorities for achieving individual, organizational, and optimal national functioning in different sectors. There is also a need to change the stigma or negative beliefs about seeking health for psychological support, which is an issue for countries in the Middle East (Baess, 2018). (shrink)

The practice of psychology in rural areas offers unique challenges for psychologists as they try to provide optimal care, often with a minimum of resources. Psychologists are frequently required to be creative and flexible in order to provide effective services to a wide range of clients. However, these unique challenges often confront psychologists with ethical dilemmas and problems for which their urban-based training has not prepared them. The author examines how certain characteristics of rural communities may lead to specific ethical (...) dilemmas. By being a part of a small community, psychologists will inevitably face multiple relationship dilemmas. Confidentiality is harder to maintain in a small town, particularly with its informal information-sharing network. To provide services to meet community needs, with a limited number of referral options, psychologists typically need to be generalists. This may lead to concerns about scope of practice, training, and experience with diverse populations. Psychologists also face other competency issues, such as a lack of supervision and consultation resources. Other concerns addressed include the psychologist's visibility in the community, having clients know about the psychologist's personal life, and the blurring of professional and personal roles. Suggestions are made for coping with each of these ethical issues, although more quantitative research and discussion are needed on the practice of psychology in rural areas. (shrink)

The stories -- Preparation for the journey -- The journey -- The view from infinity -- The evolution of the field -- The knower of the field -- Awakening to the knower and transformation of the field.

Pets are truly great companions. Some individuals feel that owning a pet can help them prepare for a growing family by giving them a taste of what it would be like to have children. This study also looks into the psychological well-being and life experiences of LGBT fur parents. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) With the presence of fur babies, participants had the ease to overcome stressful events, especially the ones that affect (...) their mental health. With these, they have the desire to take care of their fur babies under all circumstances because they see their fur babies as family members. Fur babies are excellent sources of motivation, confidence, and happiness for fur parents. They are treated as family members because they contribute to the mental and emotional aspects of fur parents. Moreover, the majority of respondents valued their pets far more than their actual family members, however, some didn't spend as much time with their relatives and friends. This study comes to the conclusion that a stronger bond with one's dog was also linked to higher anxiety about being unloved and rejected by family members and people surrounding us, which was linked to a heavier impact on one's psychological well-being. In reality, fur parents, especially LGBT parents, offer their fur babies a lot of love and attention compared to other things. (shrink)

Excerpt from Outlines of Logic, Psychology and Ethics The following pages do not lay claim to originality of thought, or even of language. But they cover the whole ground of the Mental and Moral Philosophy Course for the London University Pass B.A., and, in manuscript form, have been found useful by students preparing for that examination. In later years the questions on each branch of the course appear to have been set from a constantly enlarging circle of text-books; and the (...) student who confines himself to one or two authorities, however excellent these may be, is sure to meet with many questions for which he is totally unprepared; while, if he extends the range of his reading, he is very likely to concentrate his attention on what is superfluous and, for his immediate purpose, without value. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Evidence-based practice is often acknowledged as the future state of psychology, yet those graduate students who will soon be applying such practices tend to hold several misconceptions about the major components within this framework. This review highlights implications for graduate education, clinical training, and professional competence in light of the movement toward evidence-based practice in psychology. These implications are discussed in relation to the close parallel between the major components of the evidence-based framework and the current Ethical Principles of Psychologists (...) and Code of Conduct. The evidence-based framework is discussed as an ideology that promotes lifelong learning and best prepares graduate students for ethical clinical practice throughout their careers as psychologists. (shrink)

In this timely and wide-ranging study, Karsten Stueber argues that empathy is epistemically central for our folk-psychological understanding of other agents--that it is something we cannot do without in order to gain understanding of other minds. Setting his argument in the context of contemporary philosophy of mind and the interdisciplinary debate about the nature of our mindreading abilities, Stueber counters objections raised by some in the philosophy of social science and argues that it is time to rehabilitate the empathy (...) thesis.Empathy, regarded at the beginning of the twentieth century as the fundamental method of gaining knowledge of other minds, has suffered a century of philosophical neglect. Stueber addresses the plausible philosophical misgivings about empathy that have been responsible for its failure to gain widespread philosophical acceptance.Crucial in this context is his defense of the assumption, very much contested in contemporary philosophy of mind, that the notion of rational agency is at the core of folk psychology. Stueber then discusses the contemporary debate between simulation theorists--who defend various forms of the empathy thesis--and theory theorists. In distinguishing between basic and reenactive empathy, he provides a new interpretive framework for the investigation into our mindreading capacities. Finally, he considers epistemic objections to empathy raised by the philosophy of social science that have been insufficiently discussed in contemporary debates. Empathy theorists, Stueber writes, should be prepared to admit that, although empathy can be regarded as the central default mode for understanding other agents, there are certain limitations in its ability to make sense of other agents; and there are supplemental theoretical strategies available to overcome these limitations. (shrink)

The current qualitative study investigated prevalence and types of academic integrity violations in psychology graduate students and solicited student recommendations for how academic institutions, professors, and peers may act to discourage or prevent its occurrence. Students were recruited through email lists and asked to participate in an online study with a series of open-ended questions assessing integrity violations and prevention recommendations. Results revealed academic integrity violations were relatively infrequent and most were of relatively low severity. Common antecedents to integrity violations (...) included inadequate preparation, task difficulty, and external stressors such as health ailments that interfered with preparation. Most violators reported engaging in a rational decision making process, weighing the pros and cons of cheating, and most did not reveal the violation to anyone. The majority of violations resulted in no negative consequences to the student and 44 % reported they would do it again. Students recommended better dissemination of integrity policies, greater oversight of graduate students, harsher punishments for violations, and consistent reporting of violations as prevention strategies. Results highlight how academic dishonesty in psychology graduate students may be a product of multiple time and resource demands, coupled with low self-efficacy to meet or negotiate these demands. Despite reports of external pressures being the top reason for academic integrity violations, few recommendations focused on decreasing external pressures as a mechanism to curb cheating. (shrink)

Historical studies convincingly demonstrate that the knowledge process [Erkenntnis] in natural science consists of the gradual adaptation of the thoughts to the facts. This adaptation happens through happy circumstances, which increasingly reveal the more general similarities and subtle differences of the facts. By this, the precision of the representation of the facts by the thoughts grows, so that the latter finally become an image of the former, which for certain intellectual purposes may completely substitute for them. The one who admits (...) this sober view of the meaning of natural science will assign to natural science teaching no other purpose, but to promote the aspired adaptation of thoughts with highest economy of work on shortcuts, by artificially bringing about those favorable circumstances avoiding the unfavorable historical coincidences and delays.One should in teaching first and foremost proceed psychologically; only secondarily and as much logically, as this is enabled through the psychological preparation so that it becomes a need. New concepts, theories, hypotheses, solutions of problems should only be introduced, when the need for this is felt in order to be able to master the topic. For each sentence, which appears during teaching, clarity and explicitness, but in general not indefeasibility from the point of view of the goal of teaching, should be required. (shrink)

Maxwell et al. [Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. . The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068] suggested that, following unsuccessful movements, the learner forms hypotheses about the probable causes of the error and the required movement adjustments necessary for its elimination. Hypothesis testing is an explicit process that places demands on (...) cognitive resources. Demands on cognitive resources can be identified by measuring probe reaction times and movement times. Lengthened PRT and movement times reflects increased cognitive demands. Thus, PRT and movement times should be longer following errors, relative to successful, movements. This hypothesis was tested using a motor skill . Furthermore, the association between error processing and the preparation and execution phases of movement was examined. The data confirmed that cognitive demand is greater for trials following an error, relative to trials without an error. This effect was apparent throughout learning and in both the preparatory and execution phases of the movement. Cognitive effort also appeared to be higher during movement preparation, relative to movement execution. (shrink)

What makes teaching a moral endeavor? How can we prepare classroom practitioners for engaging in that moral endeavor in meaningful and effective ways? This volume brings together leading scholars who draw upon both their academic expertise and substantial wisdom of practice to offer a variety of perspectives on the challenge of preparing today’s teachers for the moral work of teaching. Book Features: Examines the role that teacher preparation and development can play in addressing the moral work of teaching. Highlights (...) the work of leading scholars from educational psychology, educational philosophy, and teacher education. Provides compelling insights for identifying the next generation of our nation’s best teachers. Contributors: Wolfgang Althof, Karen Benson, Marvin Berkowitz, Donald Blumenfeld-Jones, Elizabeth Campbell, Julie Canniff, Mary Crawford, Lana Daly, Rebecca Evers, Catherine Fallona, Gary Fenstermacher, Anthony Holter, Lisa Johnson, Daniel Lapsley, Darcia Narvaez, Virginia Navarro, Larry Nucci, Joy Pelton, Virginia Richardson, Don Senneville, David Light Shields, Barbara Stengel, Jonatha Vare, Marilyn Watson. (shrink)

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others (...) integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg’s stage theory of moral development. (shrink)

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are (...) greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

The aim of this book is not to impart a substantive knowledge of core psychological theories, or even to analyze critically selected theories. Instead, it is to prepare the reader to analyze and advance the theoretical literature in any tradition. Theoretical psychology stands in the same relation to psychology as theoretical physics does to physics. The traditional way to study theoretical psychology is to take up one approach after another--behavioral, psychoanalytic, cognitive, and so on. The aim of this book (...) is not to impart a substantive knowledge of core psychological theories, or even to analyze critically selected theories. Instead, it is to prepare the reader to analyze and advance the theoretical literature in any tradition. A good theoretician should be able to contribute to the study of psychoanalytic theory as readily as to behavioral theory. The skills required are the same. Instead of covering a sequence of theories, therefore, the book is organized around types of theoretical activities. It is not a work in theoretical psychology; it is a book about theoretical psychology. It also confronts psychologists' underestimation of the variety and the significance of theoretical work. Many theoretical issues do not call for empirical research--they require nothing but thinking. (shrink)

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.

This unpublished paper from 2004 argues that the agenda for positive psychology laid out by Christopher Peterson and Martin Seligman in their massive work Character Strengths and Virtues: a Handbook and Classification (New York: Oxford University Press, 2004) might be improved by making several conceptual changes: 1) by developing general concepts of virtue (singular), and of positive health to clarify the relationships between specific virtues and competing conceptions of positive health; 2) by aligning the project more firmly with eudaimonistic accounts (...) of virtue that fit comfortably with scientific psychology; and 3) by aligning the project more firmly with the health sciences than with ethics and philosophy generally. The paper was developed from a talk prepared for the Working Conference on The Philosophical History of Character Strengths and Virtues, The University of Pennsylvania, September 2-4, 2004. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. 363 Ashley Glassburn Falzetti What Makes an Interdisciplinary Feminist Scholar? Preparing for the Unknown in a Skill-centered Curriculum I first read the 1998 special issue of Feminist Studies “Disciplining Feminism? The Future of Women’s Studies” in a monthly reading group of scholars from across the globe working on PhDs in women’s, gender, feminist, and/or queer studies (WGFQS).1 We (...) began meeting informally in the halls of the National Women’s Studies Association (NWSA) annual conference, discussing how our training compared and what sort of support was out there for scholars dissertating in WGFQS.2 What surprised us most while we re/read these articles was that the concerns about the field had not changed much in the twelve years that had passed since their original publication. Now that twenty years have passed, the concerns remain even though some of the controversies are settled. Despite claims about the impossibility of the women’s studies PhD, doctoral programs have flourished. In their introduction to the 1998 special issue, Nancy Hewitt and 1. I use WGFQS PhDs to refer to people who have earned a PhD from an interdisciplinary WGFQS doctoral program. The majority of WGFQS doctoral programs were founded on the ideals of interdisciplinarity. Some doctoral programs retained a joint-degree model that honors the multi-disciplinary origins of the field by requiring a major in a disciplinary field, such as English, history, psychology, or law. 2. The most active participants of this group included Sonja Thomas (who coordinated the discussions), Jennifer Musto, Stephanie Clare, Evangeline Heiliger, and Laura Foster. 364 Ashley Glassburn Falzetti Susan S. Lanser focus on the relationship between disciplinary formations and the possibility of formal preparation to conduct interdisciplinary research.3 As graduate programs were expanding, the role of methods in curriculum centered concerns over the efficacy of interdisciplinary training. Now that a critical mass of PhDs is trained in interdisciplinary WGFQS, a new understanding of the role of methods is emerging. Interdisciplinary feminist questions require scholars to employ new research skills regularly throughout their careers, thus preparing junior scholars to ask and answer questions well is more efficient than studying a range of methods. The Problem of Methods Throughout the early literature on WGFQS, there is slippage between discussing interdisciplinary methods and feminist methodology.4 Methods refer to the techniques researchers use to gather data, what Sally Kitch and Mary Margaret Fonow define in their study of WGFQS dissertations as “a technique for gathering evidence.”5 Feminist methodologies involve the ethical, political, and epistemological concerns that mark research as a distinctively feminist approach to inquiry. Slipping between discussions of feminist methodologies (on the dynamics of power, representation, and knowledge production) and disciplinary methods (how researchers gather data) has contributed to the sticky association of feminist interdisciplinarity as a “problem of methods.” Vivian May, one of the earliest WGFQS PhDs and former NWSA president, argues that the continued attachment to such disciplinary parameters “defused that potential” of interdisciplinarity as a means of transforming feminist modes of knowledge production.6 Arguments that feminist interdisciplinarity could be a more just or a more contextually objective 3. Nancy Hewitt and Susan S. Lanser, “Preface,” Feminist Studies 24, no. 2, special issue, “Disciplining Feminism? The Future of Women’s Studies” (Summer 1998): 236. 4. In addition to the 1998 special issue of Feminist Studies, see NWSA Journal 12, no. 2 (Summer 2000) and response essays across feminist studies journals between 2000 and 2003. 5. Sally L. Kitch and Mary Margaret Fonow, “Analyzing Women’s Studies Dissertations: Methodologies, Epistemologies, and Field Formation,” Signs: Journal of Women in Culture and Society 38, no. 1 (Autumn 2012): 99–126. 6. Vivian May, “Disciplinary Desires and Undisciplined Daughters,” NWSA Journal 14, no. 1 (Spring 2002): 144. Ashley Glassburn Falzetti 365 approach to inquiry fueled the desire to build WGFQS PhD programs; however, the concern that interdisciplinarity is always already undisciplined led many departments to rely on disciplinary methods training when designing curriculum. The focus on methods as a means to interdisciplinarity assumes that traditional disciplines are best suited to intellectual inquiry or at least that WGFQS scholars need a disciplinary rationale for... (shrink)

Ethical training in graduate programs is an important part of the professional development process. Such training has taken a position of prominence in both counseling and clinical psychology but seems to be lagging behind in the field of sport psychology. A debate exists about whether such training is necessary and, if so, how it should be provided. An important step in better understanding these issues is to identify how such training is currently taking place. This study surveyed the program directors (...) of sport psychology programs listed in the Directory of Graduate Programs in Applied Sport Psychology (Burke, Sachs, & Schrader, 2002) about the ethical training that takes place in their programs and their perceptions of the preparedness of the students in their programs. Of those contacted, 54% (n = 47) responded to the e-mail based survey. The results from these respondents indicated that 64.4% of programs require training in ethics and that the training was most commonly integrated into other nonethics courses. Overall, respondents did not feel as if students were completely prepared for either the ethical or legal issues that they will face in their professional careers. The importance of ethical training and suggestions for improving ethical training are discussed. (shrink)

It is well documented that training the rules employed in figural matrices tests enhances test performance. Previous studies only compare experimental conditions in which all or no rules were trained and therefore ignore the particular influence of knowledge about the easy and difficult rules. With the current study, we wanted to provide some first insights into this topic. Respondents were assigned to four groups that received training for no rules, only the easy rules, only the difficult rules, or for all (...) rules. The results show that a training only for the difficult rules was more effective than the other trainings. This applies also to performance in the easy rules that were actually not part of the training. A possible explanation for this finding is a facilitation of the solution process that is primarily driven by knowledge about the difficult rules. In conclusion, our results demonstrate that taking differences between the rules into account may provide a deeper understanding of the effects of trainings for figural matrices tests. (shrink)

The rapid advancement of new digital technologies, such as smart technology, artificial intelligence (AI) and automation, robotics, cloud computing, and the Internet of Things (IoT), is fundamentally changing the nature of work and increasing concerns about the future of jobs and organizations. To keep pace with rapid disruption, companies need to update and transform business models to remain competitive. Meanwhile, the growth of advanced technologies is changing the types of skills and competencies needed in the workplace and demanded a shift (...) in mindset among individuals, teams and organizations. The recent COVID-19 pandemic has accelerated digitalization trends, while heightening the importance of employee resilience and well-being in adapting to widespread job and technological disruption. Although digital transformation is a new and urgent imperative, there is a long trajectory of rigorous research that can readily be applied to grasp these emerging trends. Recent studies and reviews of digital transformation have primarily focused on the business and strategic levels, with only modest integration of employee-related factors. Our review article seeks to fill these critical gaps by identifying and consolidating key factors important for an organization’s overarching digital transformation. We reviewed studies across multiple disciplines and integrated the findings into a multi-level framework. At the individual level, we propose five overarching factors related to effective digital transformation among employees: technology adoption; perceptions and attitudes toward technological change; skills and training; workplace resilience and adaptability, and work-related wellbeing. At the group-level, we identified three factors necessary for digital transformation: team communication and collaboration; workplace relationships and team identification, and team adaptability and resilience. Finally, at the organizational-level, we proposed three factors for digital transformation: leadership; human resources, and organizational culture/climate. Our review of the literature confirms that multi-level factors are important when planning for and embarking on digital transformation, thereby providing a framework for future research and practice. (shrink)

Military personnel often perform complex cognitive operations under unique conditions of intense stress. This requirement to perform diverse physical and mental tasks under stress, often with high stakes, has led to recognition of the term ‘tactical athlete’ for these performers. Impaired cognitive performance as a result of this stress may have serious implications for the success of military operations and the well-being of military service men and women, particularly in combat scenarios. Therefore, understanding the nature of the stress experienced by (...) military personnel and the resilience of cognitive functioning to this stress is of great importance. This review synthesises the current state of the literature regarding cognitive resilience to psychological stress in tactical athletes. The experience of psychological stress in military personnel is considered through the lens of the Transactional Theory of stress, while offering contemporary updates and new insights. Models of the effects of stress on cognitive performance are then reviewed to highlight the complexity of this interaction before considering recent advancements in the preparation of military personnel for the enhancement of cognitive resilience. Several areas for future research are identified throughout the review, emphasising the need for the wider use of self-report measures and mixed methods approaches to better reflect the subjective experience of stress and its impact on the performance of cognitive operations. (shrink)

Identifying the determinants of human behavior is useful to adjust interventions and lead the civil society toward a stronger commitment to climate change mitigation and adaptation objectives, achieving greater support for successfully implementing environmental policies. Existing research has largely focused on case studies of pro-environmental behaviors in developed economies but there is very little evidence for developing countries. This study provides estimations of the effect of internal factors, such as sociodemographic variables, and four psychological dimensions on PEBs. Data were (...) obtained through a survey applied with future decision makers – university students – from Colombia and Nicaragua. Indices were generated for PEBs and the psychological dimensions using z-scores and Principal Component Analysis. Partial correlations were evaluated through the Ordinary Least Squares method. Our results suggest that, in order to reach the planned emission reduction targets, policy approaches should more strongly focus on educating and motivating citizens and prepare them for contributing to the environmental cause, as well as provide individual solutions to combat CC, rather than providing only information on its causes and consequences. (shrink)

Luther counseled those preparing to die to ponder the three ‘glowing pictures’ of Christ –‘life, grace, and heaven’, as well as the affective ‘sign’ of the sacrament – to drive out the three counterpictures produced by the devil –‘death, sin, and hell’. The proper timing of contemplation before death and the proper orientation of clinging to Christ and his merciful acts on the cross will empower the sufferer to face death with confidence. Before the saving image of Christ, the trilogy (...) produced by evil vanishes of itself without opposition, a psychological phenomenon which incites faith in us and praise of God at this last hour. The annihilating knowledge of the negative images may be useful, therefore, if it drives us into the arms of Christ. (shrink)

Anticipatory looking on mindreading tasks can indicate our expectation of an agent's action. The challenge is that social situations are often more complex, involving instances where we need to track an agent's false belief to successfully identify the outcome to which an action is directed. If motor processes can guide how action goals are understood, it is conceivable— where that kind of goal ascription occurs in false-belief tasks— for motor representations to account for someone's belief-like state. Testing adults (N = (...) 42) in a real-time interactive helping scenario, we discovered that participants' early mediolateral motor activity (leftwards– rightwards leaning on balance board) foreshadowed the agent's belief-based action preparation. These results suggest fast belief-tracking can modulate motor representations generated in the course of one's interaction with an agent. While adults' leaning, and anticipatory looking, revealed the contribution of fast false-belief tracking, participants did not correct the agent's mistake in their final helping action. These discoveries suggest that adults may not necessarily use another's belief during overt social interaction or find reflecting on another's belief as being normatively relevant to one's own choice of action. Our interactive task design offers a promising way to investigate how motor and mindreading processes may be variously integrated. (shrink)