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This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed.

The main aim of this article is to highlight how existence as well as choice in the context of young people "at risk" stems not so much from the individual young person as from the condition of possibility. A secondary aim is to interrupt current understanding of the possible conditions of young people from various backgrounds within the rise of psychological management, and of the potential role of various kinds of youth-support systems. The article is based on results of a research project investigating youth support systems in the ethos of vulnerability.

Childhood psychopathology is a large and concerning problem within the school setting. High prevalence rates of childhood psychopathology and resulting poor student outcomes reiterates the need for school service personnel to possess a basic understanding of the major therapeutic approaches to mollifying the difficulties presented by students. Three of these approaches are psychoanalysis, person-centered, and cognitive-behavioral therapy. This article provides teachers and varied school personnel with a working understanding of the theoretical foundations of each these therapies, as well as how each of these approaches conceptualizes childhood mental health disorders. Further, personnel are provided with an introduction to simple methods of addressing student psychological distress derived from each of the theories. These methods of redress include fostering student-teacher attachment, providing students with unconditional positive regard, and challenging cognitive distortions.

In this paper, we aim to highlight the characteristics of neuro-linguistic programming (NLP) and suggest possible directions for future research and study. The majority of NLP studies argue for more rigorous empirical support and standardised regulatory governance, in order to overcome academic biases and general misunderstandings. However, its popular practice for just under half a century and its global usage, suggest there is grounding for NLP to be accepted into the "mainstream" of psychology. We compare NLP with more "accepted" approaches (cognitive behavioural therapy, mindfulness, and coaching), and explore its practice regulations. While its efficiency (thorough analysis and applicability) was identified as its strength, more rigorous research and universal regulations of practice are needed for NLP to move onto the next level of acceptance.

This study investigated the impact of readers' prior beliefs and level of in-group identification on the comprehension of controversial texts. Psychology students from a university that is known for its specialisation on psychoanalysis in clinical psychology read two controversial texts on the issue of whether cognitive behavioural therapy or psychoanalysis is more effective. Participants' beliefs and their in-group identification were assessed before reading and comprehension was assessed with a verification task. Results revealed a better comprehension of the belief-consistent text for high identifiers -- regardless of whether this text was socially affirming or socially threatening. Low identifiers favouring psychoanalysis exhibited weak situation models for both texts, whereas a stronger comprehension for the social-affirming text was found for low identifiers favouring cognitive behavioural therapy. These results suggest that readers' beliefs and their level of in-group identification with a relevant social group are both sources for a biased comprehension of social scientific issues. Highlights What is already known about this topic when confronted with conflicting information, readers have a weaker memory for belief-inconsistent compared with belief-consistent information (belief-consistency effect).A defensive mechanism used by readers to avoid and reduce inconsistencies and cognitive dissonance is selective exposure, which can occur on the personal level (i.e., avoiding belief-inconsistent information) and also on the social level (i.e., avoiding socially threatening information).

While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals' self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students' self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT) and one class did not. Students completed pre-, mid-, and post-course assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.

Mindfulness, which is best understood as nonjudgmental, present-centered awareness, originated in ancient Eastern traditions but has been adapted for use in Western, secular settings. The present article reviews the quickly burgeoning field of mindfulness research for teachers of psychology, including the most common mindfulness-based treatments and exercises. It also includes an overview of settings outside of traditional mental health treatment in which mindfulness has been used. Because mindfulness is appropriate within the context of a variety of courses, we have also included recommendations for teaching psychology students about mindfulness.

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a yearlong series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice. (Contains 1 figure.)

The goal of this study is to investigate the efficacy of a manualized cognitive-behavioral therapeutic (CBT) approach for patients with obesity and binge eating disorder (BED) on the short and longer term. A prospective study without a control group consisting of three measurements (a baseline measurement and two follow-up assessments up to 5 years after the start of the CBT treatment) was used. A total of 56 patients with obesity and BED (age = 39.7 [plus or minus] 10-9 years; body mass index [BMI] = 38.5 [plus or minus] 8.3 kg/m[squared]) participated in the study. BMI, number of binges per week, general psychological well-being, mood, attitude toward one's body, and loss of control over the eating behavior were evaluated by means of mixed models. Results indicate that a CBT approach offered 1 day a week during an average 7 months produces benefits on eating behaviors, weight, and psychological parameters that are durable up to 3.5 years post treatment. (Contains 2 tables and 1 figure.)

Objective: The present study quantitatively reviewed the literature on sudden gains in psychological treatments for anxiety and depression. The authors examined the short- and long-term effects of sudden gains on treatment outcome as well as moderators of these effects. Method: The authors conducted a literature search using PubMed, PsycINFO, the Cochrane Library, and manual searches. The meta-analysis was based on 16 studies and included 1,104 participants receiving psychological treatment for major depressive disorder or an anxiety disorder. Results: Effect size estimates suggest that sudden gains had a moderate effect on primary outcome measures at posttreatment (Hedges's g = 0.62) and follow-up (Hedges's g = 0.56). These effect sizes were robust and unrelated to publication year or number of treatment sessions. The effect size of sudden gains in cognitive-behavioral therapy was higher (Hedges's g = 0.75) than in other treatments (Hedges's g = 0.23). Conclusions: These results suggest that sudden gains are associated with short-term and long-term improvements in depression and anxiety, especially in cognitive-behavioral therapy. (Contains 1 footnote, 3 tables, and 3 figures.)

Objective: Clinicians commonly "drift" away from using proven therapeutic techniques. This study examined the degree to which such drift occurs among cognitive behavioral therapy (CBT) clinicians working with a specific clinical population--adults with eating disorders. Method: The study used a correlational design. The participants were 80 qualified clinicians (69 women, 11 men; mean age = 39.2 years, range = 23-62 years) who routinely offered what they described as CBT to adults with eating disorders. Each clinician detailed whether and how often he or she used different cognitive behavioral techniques when delivering CBT to such patients, and each completed the anxiety scale of the Brief Symptom Inventory (Derogatis, 1983). Results: Implementation of specific CBT techniques was far lower than protocols would suggest, particularly for clinicians who were anxious, older, or more experienced in working with the eating disorders (p less than 0.05, in all cases). The use of treatment manuals was associated with greater use of recommended CBT techniques (p less than 0.05, in all cases). Cluster analysis showed that clinicians fell into three types--behavior, motivation, and mindfulness oriented. Conclusions: These findings need to be extended to other therapies and other disorders, but they indicate the need for stronger training and closer supervision if clinicians are to give patients the best chance of recovery. They demonstrate that clinicians' use of the label "CBT" is not a reliable indicator of the therapy that is being offered. (Contains 3 tables.)

Objective: Mental illness in parents affects the mental health of their children. A systematic review and a meta-analysis of the effectiveness of interventions to prevent mental disorders or psychological symptoms in the offspring were performed. Method: The Cochrane, MEDLINE, EMBASE, and PsycINFO databases were searched for randomized controlled trials of interventions in parents with mental disorders. Outcomes in the child included incident mental disorders of the same nature and internalizing (negative emotions, depressive symptoms, anxiety) or externalizing (hyperactivity, aggressiveness, behavioral problems) symptoms. Relative risks and standardized mean differences in symptom scores were combined in random-effects meta-analysis. Results: Thirteen trials including 1,490 children were analyzed. Interventions included cognitive, behavioral, or psychoeducational components. Seven trials assessed the incidence of mental disorders and seven trials assessed symptoms. In total 161 new diagnoses of mental illness were recorded, with interventions decreasing the risk by 40% (combined relative risk 0.60, 95% CI 0.45-0.79). Symptom scores were lower in the intervention groups: standardized mean differences were -0.22 (95% CI -0.37 to -0.08) for internalizing symptoms (p = 0.003) and -0.16 (95% confidence interval -0.36 to 0.04) for externalizing symptoms (p = 0.12). Conclusions: Interventions to prevent mental disorders and psychological symptoms in the offspring of parents with mental disorders appear to be effective. (Contains 4 figures and 3 tables.)

In a recent article in this journal, Poston and Hanson (2010) reported a meta-analysis of 17 studies on the use of psychological assessment as a therapeutic intervention (PATI) and concluded that "psychological assessment procedures--when combined with personalized, collaborative, and highly involving test feedback--have positive, clinically meaningful effects on treatment" (Poston & Hanson, 2010, p. 203). Although extant data suggest that PATI can sometimes exert positive effects, Poston and Hanson's (2010) meta-analysis may overstate the magnitude of these effects because the authors (a) included several studies that combined assessment with treatment components that are irrelevant to PATI, sometimes rendering it impossible to attribute any observed effects to PATI per se and (b) excluded numerous nonsignificant results. Moreover, the studies Poston and Hanson (2010) reviewed neglected to rule out Barnum effects as alternative explanations for client improvement, raising the possibility that PATI works for reasons other than those proposed by its advocates. We conclude that Poston and Hanson's (2010) review leaves a number of lingering questions concerning the treatment utility of PATI unanswered. (Contains 2 footnotes and 1 table.)

This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006-2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances. (Contains 1 figure, 2 tables, and 1 note.)

This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements of the process. Students often used the techniques to address their own real-life problems that they encountered during the semester. Descriptive data was collected from students at the end of the semester which revealed that students considered this course more "practical" than other psychology courses, the course content was highly relevant to the students, and that students valued the experience. The primary purpose of this paper is to describe the rationale for the course, present the developmental process and provide some early descriptive data about the course.

The behavioral processes of weight reduction are poorly understood, and responses to treatments based primarily on caloric restriction have been unfavorable. A theory-based path derived from proposed relations of physical activity, changes in psychological factors, and weight loss was separately tested with women with Class I and Class II obesity (body mass index [BMI] from 30 to 39.9 kg/m[superscript 2]; n = 116), and Class III (BMI [greater than or equal] 40.0 kg/m[superscript 2]; n = 57) obesity. Participation in a cognitive-behavioral exercise support treatment along with nutrition education was significantly associated with changes in measures of self-efficacy, body satisfaction, and mood. Changes did not significantly differ by BMI group. Multiple regression analyses indicated that changes in the psychological factors explained 14% (Class I/II obesity group) and 22% (Class III obesity group) of the variance in exercise session attendance, and attendance was strongly related to weight loss. Implications for weight loss theory and treatment are discussed. (Contains 2 tables and 1 figure.)

Research of childhood psychological maltreatment has documented a range of severe and long-lasting difficulties for children who experience this type of abuse. Consequences can include but are not limited to emotional and behavioural problems, low self-esteem, and relationship difficulties. Accordingly, the development of therapy programs to assist children's recovery is imperative. Despite this, there are currently no empirically validated therapy programs designed specifically to target the effects of psychological maltreatment. There is, however, a growing literature on the effectiveness of therapies for other types of maltreatment, in particular sexual abuse. The present paper summarises the literature on treatments for childhood trauma including sexual and physical abuse. The application of these treatments to target outcomes secondary to psychological maltreatment is discussed and future research directions identified.

Three studies were conducted examining the relationship between thoughts of defecation and thoughts of death. In Study 1 and Study 3 it was found that making thoughts of feces salient reduced the accessibility of death thoughts. In Study 2 it was found that making thoughts of death salient decreased the accessibility of feces thoughts. It is proposed that this tendency for keeping thoughts of death and feces separate is part of a broader inclination for keeping the sacred from the profane. (Contains 2 tables.)

Hindsight bias has been shown to be a pervasive and potentially harmful decision-making bias. A review of 4 competing cognitive reconstruction theories of hindsight bias revealed conflicting predictions about the role and effect of expectation or surprise in retrospective judgment formation. Two experiments tested these predictions examining the effects of manipulating the information presented in a text-based scenario and its congruency with the given outcome on surprise, hindsight bias, and recall. The results of Experiment 1 revealed evidence of hindsight bias after exposure to incongruent and ambivalent outcomes but not after exposure to congruent outcomes. Experiment 2 replicated the hindsight bias results and found that the ratio of outcome consistent information recalled was higher than expected in the incongruent and ambivalent conditions but equaled the ratio presented to participants in the congruent condition. The results were interpreted as supporting the general predictions of sense-making models of the hindsight bias. A refined version of this model is discussed. (Contains 2 tables and 2 figures.)

In offering a critical review of the problem we call "ADHD" (Attention Deficit Hyperactivity Disorder), this paper progresses in three stages. The first two parts feature the dominant voices emanating from the literature in medicine and psychology which, when juxtaposed, highlight an interdependency between these otherwise competing interest groups. In Part 3, the nature of the relationship between these groups and the institution of the school is considered, as is the role that the school may play in the psycho-pathologisation of fidgety, distractible, active children who prove hard to teach. In so doing, the author provides an insight as to why the problem we call "ADHD" has achieved celebrity status in Australia and what the effects of that may be for children who come to be described in these ways. (Contains 2 figures and 14 notes.)

Objective: To evaluate the psychological impact of receiving a diagnosis of ADHD in adulthood and treatment with medication and to examine how diagnosis and treatment with medication changes an individual's self-perception and view of the future. Method: Participants were eight individuals diagnosed with ADHD at a tertiary service. Semistructured interviews were conducted and the data were analyzed according to the principles of Interpretative Phenomenological Analysis. Results: Three master themes emerge from the analysis: Participants engage in a (a) review of the past, particularly how they feel different from others, (b) the emotional impact of the diagnosis, and (c) consideration of the future. These themes suggest a six-stage model of psychological acceptance of a diagnosis of ADHD: (a) relief and elation, (b) confusion and emotional turmoil, (c) anger, (d) sadness and grief, (e) anxiety, and (f) accommodation and acceptance. Conclusion: The model indicates an important role for psychological treatment, which should begin at the point of diagnosis. Cognitive behavioral techniques will help clients diagnosed with ADHD in adulthood cope with the adjustment process. Adults should be taught skills to anticipate future hurdles and challenges and apply appropriate coping strategies.

Objective: The purpose of the current study was to investigate the independent effects of different treatment elements on a number of secondary problems related to childhood and adolescent sexual abuse, as well as investigate a number of different moderators of treatment effectiveness. Method: Twenty-eight studies that provided treatment outcome results for children and adolescents who had been sexually abused were included in the meta-analysis. Different aspects of psychological treatment, such as specific treatment modalities (individual, cognitive-behavioral, etc.) or secondary problems (behavior problems, psychological distress, etc.) were investigated. Results: The overall mean weighted effect size for the meta-analysis was d=0.72 (SE=0.02). The results indicate that psychological treatment after childhood or adolescent sexual abuse tended to result in better outcomes than no treatment. There was significant heterogeneity in the effectiveness of the various psychological treatment elements. Play therapy seemed to be the most effective treatment for social functioning, whereas cognitive-behavioral, abuse-specific, and supportive therapy in either group or individual formats was most effective for behavior problems. Cognitive-behavioral, family, and individual therapy seemed to be the most effective for psychological distress, and abuse-specific, cognitive-behavioral, and group therapy appeared to be the most effective for low self-concept. Conclusions: The choice of therapy modality should depend on the child's main presenting secondary problem. Further research should be conducted investigating other possible moderators and secondary problem outcomes.

The principles of psychology are an effective, yet underutilized resource within American schools. Teachers can take advantage of established interventions from the field of psychology and apply them to their classrooms in a realistic, straightforward manner, while still remaining in the role of the educator. A large part of cognitive-behavioral therapy involves teaching individuals about how their thoughts, feelings, and actions are interrelated. Specifically, Rational Emotive Behavior Therapy (REBT) teaches one how to thrive in situations that may be beyond one?s control, while combating the self-defeating thoughts or behaviors likely to develop under such circumstances. For these reasons, REBT has the potential to positively impact students, particularly those in multicultural settings who face the barriers of stereotyping and discrimination. This article explains how teachers and counselors can utilize REBT strategies to empower urban students. These skills allow educators to acknowledge the challenges within their students? environment, without giving them permission to render themselves helpless. Consequently, REBT is a valuable tool for the multicultural learner because it recognizes and respects the power within the individual to positively influence his or her own future.

The study was a qualitative investigation aimed at therapists' responses to working with a population of incestuous sexual abusers. Semi-structured interviews were conducted with nine therapists who were recruited from psychotherapy, psychology, and forensic psychology services in the National Health Service (NHS) in the UK. The predominant therapeutic model was psychodynamic; however, cognitive-behavioural and integrative approaches were practiced by some therapists. The data were analyzed using interpretative phenomenological analysis (Smith, 1996). Results suggested that the therapists experienced a considerable amount of negative and difficult feelings and that they tended to experience feeling controlled and deceived, which seemed to influence their ability to create and maintain the therapeutic relationship. It was suggested that the dynamics of incestuous sexual abuse played a part in these difficulties. The results are discussed with reference to the clinical therapeutic literature. (Contains 2 tables.)

This case example illustrates how Acceptance and Commitment Therapy (ACT) within a behavior medicine approach was used in the rehabilitation of an adolescent with debilitating chronic pain. For chronic pain with unclear etiology (idiopathic pain), pharmacological therapy alone is often insufficient. Psychological treatment strategies have been developed and evaluated for adults with chronic pain. However, few such studies have been conducted with youths. To date, there is limited empirical evidence regarding the effectiveness of psychological treatment for generalized musculoskeletal pain syndromes in children and adolescents. This patient was a 14-year-old girl severely disabled by idiopathic generalized pain. It was hypothesized that avoidance of pain and pain-related stimuli was central to the subject's disability. ACT, a development of cognitive behavior therapy, was used as the treatment model in this study, focusing on building the behavior repertoire in valued life directions rather than emphasizing reductions in pain and distress. As the subject moved in valued directions, exposure to avoided pain stimuli took place naturally. Following treatment, improvements in valued life activities and functional ability was seen, as evidenced by increased school attendance, lower pain ratings, and individual goal achievement. The outcome of this treatment indicates that ACT and a behavioral medicine approach can be useful in the rehabilitation of young people with chronic disabling pain. Empirical studies are needed to investigate the clinical effectiveness of this approach.

Cognitive theory has had a prominent role in understanding and treating eating disorders in recent years. The increasing emphasis on implicit cognitions in many areas of psychology raises the question of whether research on implicit cognitions could contribute to our understanding and treatment of eating disorders. In the present article, we discuss our recent work using the Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998) to explore implicit cognitions in restrained and unrestrained eaters. We also propose several domains in which exploring the utility of the IAT may prove beneficial. These include cognitive restructuring, inaccuracies in self-report, predicting relapse, body dissatisfaction, and treatment selection. Although there are numerous potential applications of the IAT for research and clinical practice with eating disorders, the value of these applications must be tested empirically.

Investigates the efficiency of a novel addition to the routine of note taking, writing brief summaries of the lecture material during four-minute breaks within the lecture. A group of students wrote three sets of summaries during a 21-minute lecture and showed significant improvement in understanding over other groups. (MJP)

This article presents the authors' response to a comment made by O'Kearney and Wilmoth on their article. The authors mention that O'Kearney and Wilmoth's rejoinder contained many positive features and supported the common aim of delivering best practice, improved access and equity, and cost efficiency in psychological therapies. They added that it was particularly encouraging to read their observation that a "preoccupation with within-profession distinctions is counterproductive." Nevertheless, two areas require clarification. The first is the difference between the psychological therapies and the focused psychological strategies described in the Medicare Benefits Schedule (MBS). O'Kearney and Wilmoth maintain that these items are different types of services, with the psychological therapies requiring "more independent clinical decision making" and "more expertise." If this is the case, it is not expressed in the MBS. The other difficulty in the O'Kearney and Wilmoth paper concerns international standards of training. There is clearly an argument for making Australian standards of training compatible with those in other countries, but this is a separate issue to the one highlighted in the Medicare context. The two-tier Medicare system does not differentiate between university-trained and industry-trained psychologists, as singled out by O'Kearney and Wilmoth. Rather, it separates those psychologists eligible for membership of the Clinical College of the Australian Psychological Society (APS) from all other registered psychologists, including those that are members of the other eight specialist colleges of the APS. The authors conclude that it is an exciting time for psychology in Australia and, to ensure that they do not look back on this period as an opportunity lost, it is imperative that they move forward in an atmosphere of collaborative openness and transparency.

Acrophobia has traditionally been treated using exposure therapy; however, virtual reality technology has emerged as an alternative that minimizing security risks by presenting three-dimensional stimuli. This study aimed to investigate virtual reality exposure therapy-cognitive restructuring (VRET-CR) effectiveness in reducing acrophobia symptoms. In a pretest-posttest control group design, 27 participants were randomly assigned to the experimental group (n=13) and the control group (n=14). An independent sample t-test revealed a significant differences in the gain scores of the acrophobia questionnaire (AQ) 1 [t (17.08) = -6.173; p

Objective: This study investigated the effect of cognitive restructuring in reducing cognitive dimensions of ethnic intolerance among adolescents in Taraba State.Methods: The population of this study was 1,514 secondary school students of SS1 in Wukari Education Zone, Taraba State, Nigeria. The researchers utilized purposive sampling technique in drawing a sample of 20 adolescents which were used as subjects of the study. The instrument used for data collection was the Ethnic Intolerance Questionnaire with a reliability index of 0.83. The data collected were analyzed using paired samples t-test to test hypothesis 1 and independent samples t-test for testing hypothesis 2.Results: The findings revealed that cognitive restructuring was effective in reducing cognitive dimensions of ethnic intolerance. Similarly, the findings revealed that rational emotive behaviour therapy has no significant gender difference in reducing cognitive dimensions of ethnic intolerance.Conclusion: The study concluded that cognitive restructuring is an effective intervention for reducing cognitive dimensions of ethnic intolerance among adolescents.

IntroductionWhile the effectiveness of cognitive-behavioral stress management trainings (SMTs) is well-documented, the underlying mechanisms, especially in an occupational context, are not fully understood. We tested whether SMT-induced improvements in stress management skills, particularly in the mastery of changing cognitions, may explain beneficial SMT effects.MethodsOur non-randomized controlled trial comprised 108 employees of a German health insurance company, with 65 of them participating in a cognitive-behavioral SMT and 43 participating in an alternative control training (AT). As outcome variables, we repeatedly assessed stress-related (functional stress management skills, relaxation, stress reactivity, exhaustion), work-related (job dissatisfaction), and specific-context-related (social support, trait anger) measures at baseline, 2 weeks, and 3 months after the trainings. Functional stress management skills and, in particular, a subscale assessing perceived mastery of changing cognitions (“cognitive-strategies-and-problem-solving”) were tested as mediators of change.ResultsRepeated measures (M)AN(C)OVAs and complementary multigroup latent difference models confirmed improvements in all outcomes in the SMT-group compared to the AT-group (p's ≤ 0.015). Multivariate mediation path analyses revealed that, regarding mechanisms of change, the subscale cognitive-strategies-and-problem-solving was identified as the most important mediator for all outcomes (95% CIs for expected increases in SMT- vs. AT-group = [lower limits (LLs) ≥ 0.004]; 95% CIs for expected decreases in the SMT- vs. AT-group = [upper limits(ULs) ≤ −0.078]) except for job dissatisfaction.DiscussionOur findings confirm that employees can effectively learn to master stress reduction techniques and consequently lower the resulting burden. Moreover, beneficial SMT effects seem to result from improvements in functional stress management skills, particularly in the ability to change cognitions. This points to the importance of training cognitive techniques.

In the modern era of academic pressure, individuals often face psychological challenges that affect their ability to persevere and succeed. Cognitive restructuring counselling has been shown to be effective in changing an individual's mindset, but there have not been many studies examining the influence of the integration of spiritual values such as Wahdatul Ulum in this context. This study aims to explore the effect of integrating Wahdatul Ulum values in cognitive restructuring counseling to increase mental resilience and student perseverance. This study uses a Research and Development (R&D) approach to develop and test a cognitive restructuring counseling model that integrates the values of Wahdatul Ulum. The population is students of FITK UIN SU Medan class of 2020 totaling 195 students. The research sample was 32 BKPI students who were selected purposively. Instrument development by identifying and analyzing literature, expert validation, limited trials, and developing cognitive restructuring counselling models covering aspects of Wahdatul Ulum values. Data analysis used the Wilcoxon test that utilizes SPSS 25 to detect any significant changes. The results showed that the perseverance of the treatment group increased significantly, while the perseverance of the control group decreased. These findings support the idea that the integration of spiritual values in counselling can provide an effective holistic approach to improving individual resilience. This research provides insight into how cognitive restructuring counselling with the Wahdatul Ulum approach can help students overcome psychological barriers and improve their ability to face challenges in daily life. The practical implication is that cognitive restructuring counselling with spiritual values can be an effective alternative to guidance and counselling services to improve students' perseverance and mental resilience.

Efforts at social change have long been central to the psychological study of men and masculinities (PSMM) as a field. However, these efforts have been hampered by the absence of a coherent, unifying philosophical framework linking science to social practice or explicitly articulated guiding values. In this article, we argue that current social change efforts in PSMM can be characterized as attempts to either reconstruct or deconstruct masculinities. Reconstruction consists of attempts to modify or create more prosocial meanings of masculinities. Deconstruction, in contrast, consists of attempts to reduce or attenuate the psychological impact of masculinities on human behavior. We describe their practical application and review research support for each approach—including relevant recent clinical science research on cognitive restructuring and cognitive defusion. We then present functional contextualism as a coherent philosophy linking science to social practice that can be used by researchers and clinicians to evaluate when to pursue reconstructionist and/or deconstructionist approaches. We provide psychotherapy and public health campaign case examples to illustrate how researchers and clinicians might use a functional contextualist framework to evaluate the merits of reconstructionist and deconstructionist approaches, before closing by suggesting directions for future research. Public Significance Statement: This article describes two different approaches to science and practice focused on masculinities: efforts to reconstruct masculinities and efforts to deconstruct masculinities. The authors argue that the utility of these approaches is context-dependent and requires clarifying philosophical assumptions and guiding values. [ABSTRACT FROM AUTHOR]

This study aims to develop and test the validity and effectiveness of cognitive behavioral counseling guidance books with cognitive restructuring techniques in increasing academic resilience of high school students, this research was carried out based on the 4D development procedure by Thiagarajan. This study involved 5 experts in the field of Counseling Guidance, who evaluated the counseling manual theoretically, and involved 33 students as respondents to the counseling guidance books effectiveness trial. Data analysis related to the validity and effectiveness of the guidebook was carried out using the calculation of the Content Validity Ratio, Content Validity Index, and t-test. The results of the CVR analysis showed that all questionnaire item statements were accepted and the CVI calculation results were 0.94 in the very good category. The results of the effectiveness test of the guidebook that was carried out on 33 students in 11th grade with a one group pre-test and post-test design, showed that the use of the cognitive behavioral counseling guidebook with cognitive restructuring techniques was effective in increasing the academic resilience of high school students.

Introduction: Infertility increases the risk for psychopathology more often in women, who can develop symptoms in mood disorders and chronic stress. Depression is one frequent psychological consequence of this medical condition and if it’s not being addressed accordingly, depressive symptoms can lead to delays in the onset of medical treatment, impairments in its outcomes and, likewise, poses a risk on the patient’s mental health.

The current study examined whether and which specific contents of patients' memory for cognitive therapy (CT) were associated with treatment adherence and outcome. Data were drawn from a pilot RCT of forty-eight depressed adults, who received either CT plus Memory Support Intervention (CT + Memory Support) or CT-as-usual. Patients' memory for treatment was measured using the Patient Recall Task and responses were coded into cognitive behavioral therapy (CBT) codes, such as CBT Model and Cognitive Restructuring, and non-CBT codes, such as individual coping strategies and no code. Treatment adherence was measured using therapist and patient ratings during treatment. Depression outcomes included treatment response, remission, and recurrence. Total number of CBT codes recalled was not significantly different comparing CT + Memory Support to CT-as-usual. Total CBT codes recalled were positively associated with adherence, while non-CBT codes recalled were negatively associated with adherence. Treatment responders (vs. non-responders) exhibited a significant increase in their recall of Cognitive Restructuring from session 7 to posttreatment. Greater recall of Cognitive Restructuring was marginally significantly associated with remission. Greater total number of CBT codes recalled (particularly CBT Model) was associated with non-recurrence of depression. Results highlight the important relationships between patients' memory for treatment and treatment adherence and outcome.

Scholarly reading of the New Testament, as differing from the popular reading, or misreading as the case may be, demands and involves expertise. Such expertise is aware that certain settings and circumstances gave rise to the articulations that became scriptural texts. Making the age-old text understandable to today's audience is vitally important. Exegesis has become interdisciplinary, presenting itself in and through models of interpretation. One of such, as this work buttresses, is the place of psychology in New Testament hermeneutics. This article highlights the fact and responds to the realisation that psychological and psychic sensitivities influenced the expressions that became Scripture, and it argues that this awareness is a veritable aid to the interpretation of biblical texts. Termed psychological hermeneutics, it articulates the relationship between religious symbolisms, as expressed in biblical texts, and the pre-occupations of psychology. The article establishes that interpretation of New Testament texts through this prism affords a re-reading of the Christ event that enables positive cognitive restructuring. It gives rise to positive emotions and rational responses towards personal competence for the betterment of society. 1 [ABSTRACT FROM AUTHOR]

La eficacia demostrada de algunos procedimientos terapéuticos no siempre va seguida de una explicación coherente de su funcionalidad. En este artículo nos proponemos revisar tres de las estrategias terapéuticas más utilizadas en la actualidad: reestructuración cognitiva, defusión cognitiva y mindfulness, ofreciendo una explicación alternativa a las terapias tradicionales, partiendo de su definición como mayoritariamente verbales. La consideración de la cognición como una conducta cualitativamente diferente a cualquier otra conducta humana implica caer en una forma de pensar dualista que poco tiene que ofrecer al desarrollo científico de la psicología. Nuestra propuesta adopta un enfoque monista, basado en procesos de aprendizaje respondiente y operante, dentro de una tradición de análisis conductual. Se considera que las técnicas citadas operan sobre el comportamiento privado pero no difieren ontológicamente del público y, por tanto, están sujetas a contingencias en el proceso terapéutico de forma similar a cualquier otro comportamiento.

[Background] Negative mental images in social anxiety are often linked to memories of distressing social experiences. Imagery Rescripting (ImRs) has been found to be a promising intervention to target aversive memories, but mechanisms underlying ImRs are largely unknown. The present study aimed (a) to investigate the effects of ImRs compared to cognitive restructuring (CR) on social anxiety symptoms and (b) to extend previous research by examining whether ImRs works by fostering reappraisal of negative emotional self-beliefs. [Method] Highly socially anxious individuals (N = 77) were randomly allocated to ImRs, CR, or no intervention control (NIC). A speech task was performed at baseline and at 1-week follow-up. [Results] Only CR significantly reduced social anxiety symptoms from baseline to follow-up. Decreases in negative appraisals and emotional distress in response to the speech task did not differ between conditions. Regarding working mechanisms, ImRs led to stronger increases in positive emotions than CR and NIC. Both CR and ImRs yielded short-term reductions in emotionally anchored idiosyncratic self-beliefs, but CR was superior to ImRs at follow-up. [Conclusions] The present study provides evidence for the efficacy of a single-session of CR for social anxiety symptoms. As one specific version of ImRs was applied, it is conceivable that other or optimized versions of ImRs might be more effective.

This study aims to determine the effectiveness of cognitive behavioral counseling with cognitive restructuring techniques to improve endurance of 1st grade students at SMA Negeri 4 Singaraja. This experimental study used the Pretest Posttest Control Group Design. The study population was students of 1st grade SMA Negeri 4 Singaraja. The research sample consisted of 54 students. Through random sampling, 23 students were placed in the experimental group and 31 students were the control group. Data collection in this study used a questionnaire. The data in this study were analyzed by independent samples t-test using JASP Version 0.7.5.5 and d’Cohen for calculate level of effectiveness. The results t = 8.577 with p= 0.001, then p

Objectives Despite regularly reporting high levels of occupational stress, lawyers are an under‐researched group in this field. The first objective of this research is to develop a short measure assessing two common work stress management techniques (WSMS) commonly employed by lawyers: relaxation and cognitive restructuring. A second objective is to assess the impact of three key job characteristics and two work stress management techniques upon levels of psychological strain, job satisfaction, and work engagement in a sample of lawyers. Method Drawing on the Job Demands Control‐Support theoretical explanation of occupational stress, we assessed the impact of the two stress management techniques upon three key psychological outcomes, in comparison with three common job characteristics. An anonymous survey was administered to lawyers employed in one Australian state and produced a respondent sample of N = 114. Results Confirmatory factor analysis produced acceptable psychometric results for the six‐item WSMS. Hierarchical multiple regression analyses indicated that job demands was not directly associated with any of the three criterion variables. Importantly, cognitive restructuring was as strongly associated with job satisfaction and work engagement, compared to the three job characteristics. Cognitive restructuring techniques were also associated with high levels of work engagement even when experiencing high job demands. Conclusions The implications for occupational stress experienced by lawyers, the current popularity of occupational resilience and organisational wellness programs, and the assessment of generic job characteristics are all discussed.

Los trastornos depresivos se caracterizan por un ánimo triste con cambios somáticos y cognitivos que afectan significativamente la capacidad funcional del individuo. El estudio de caso único pretendió demostrar la efectividad de una intervención con terapia cognitiva (TC) con entrega virtual, en una paciente de 31 años, con trastorno depresivo persistente. Se hicieron 13 aplicaciones seriadas del Inventario de Depresión de Beck (BDI-II) y el Cuestionario sobre la salud del paciente-9 (PHQ-9). Después de 13 sesiones, se evidencia una reducción significativa de las puntuaciones de depresión en la paciente.

This study tests whether Chinese learners of English can reconstruct their cognitive pattern in the direction of the target system when judging the similarity between spontaneous motion screens in a match–to–sample task. English main verbs encode Manner of motion only, while Chinese verb compounds express Manner and Path simultaneously. Chinese monolinguals are thus predicted to develop a motion cognition pattern highlighting both Manner and Path salience whereas English monolinguals are more likely to be Manner-oriented. Our research findings are twofold. First, when assessed by the explicit measure of selection strategies (i.e., either Manner–match or Path-match), both monolingual and L2 learners show a general preference for the Path–match. However, when gauged by the implicit measure of processing speed (i.e., reaction time), Chinese monolinguals reacted significantly quicker than their English counterparts, particularly in making Path-matched judgments. Further, the L2 English learners across proficiencies responded significantly more slowly than their monolingual counterparts even at an advanced stage of acquisition, suggesting that the process of conceptual reconstructing, as demonstrated in our experiment, can be cognitively demanding and needs a longer period of time to complete. These findings are generally consistent with a weak version of the linguistic relativity hypothesis.