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Underlying Beliefs (underlying + belief)
Selected AbstractsCognitive specificity of anxiety disorders: a review of selected key constructsDEPRESSION AND ANXIETY, Issue 2 2006F.R.A.N.Z.C.P., Ph.D., Vladan Starcevic M.D. Abstract Cognitive models of anxiety disorders propose that certain cognitive constructs, that is, underlying beliefs and cognitive processes, may be specific for particular disorders. In this article, we review the specificity of four representative cognitive constructs,anxiety sensitivity, pathological worry, intolerance of uncertainty, and thought,action fusion,for particular disorders. Conceptual overlap, inconsistent definitions, and insufficient consideration of the components of these constructs are limitations of the existing literature. We suggest that the constructs are unlikely to be pathognomonic for any given disorder or to occur in isolation. Rather, the association of each cognitive construct is evident, to varying degrees, with different disorders. Relative to other disorders, anxiety sensitivity is to a certain extent specific for panic disorder, as are pathological worry for generalized anxiety disorder, intolerance of uncertainty for generalized anxiety disorder and obsessive,compulsive disorder, and thought,action fusion for obsessive,compulsive disorder. We discuss the implications of these findings for diagnostic systems and treatment, and suggest areas for further research. Depression and Anxiety 23:51,61, 2006. © 2006 Wiley-Liss, Inc. [source] MIND IS PRIMARILY A VERB: AN EXAMINATION OF MISTAKEN SIMILARITIES BETWEEN JOHN DEWEY AND HERBERT SPENCEREDUCATIONAL THEORY, Issue 3 2008Robin L. ZebrowskiArticle first published online: 20 AUG 200 However, one must look beyond the surface similarities of Dewey and Spencer and recognize the drastically divergent views that each held on those very foundational notions upon which each built his educational program. In this essay, Robin Zebrowksi examines the theories of evolution, the directionality of organism and environment interaction, the agency of the individual, and the conceptualizations of progress in the respective works of Dewey and Spencer. Their underlying beliefs about the world and how it operates show that their philosophies cannot be reconciled. The educational theories that follow from these discrepancies, Zebrowski concludes, have incompatible and distinct implications for the classroom. [source] Psychological functioning in families that blame: from blaming events to theory integrationJOURNAL OF FAMILY THERAPY, Issue 4 2005Ceri Bowen Blaming events in therapy were used as a focus for discussions with family therapists in order to examine their construal of the therapeutic process when working with families who blame. Interview transcripts were used as data which were analysed using a qualitative methodology, with a view to building a theoretical model. We present an exploratory model that allows therapists to position their therapy within a broader framework of psychological approaches. When prompted by a video-clip of blaming from the therapy setting, therapists tended to categorize current difficulties in terms of fear and control issues from past relationships and consequent underlying beliefs, and they also described the resultant negative outlook as a direct challenge to therapist idealism. Interestingly, the two themes that emerged from the interview data with the most categories and quotes were ,unhealthy allocation of responsibility for problems', which is arguably the main source of overt blaming, and ,family identity and cohesion', so often a point of contention during therapy. [source] Examination of attitudes towards teaching online courses based on theory of reasoned action of university faculty in TaiwanBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2006Tzy-Ling Chen This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full-time university faculty in the HR field in Taiwan regardless of their experience in the teaching online courses of any kind. Survey development included a detailed literature review to identify beliefs that guided measurement construction and followed the guidelines recommended by Ajzen and Fishbein (1980) to ensure construct validity. Data were collected on TRA constructs and demographic variables using the questionnaire mailed to 278 faculty members targeted for the study. A 42% (n = 116) response rate was achieved after one round of the follow-up through emailing. The significant predictor variables, attitude and subjective social norm were confirmed. In other words, results of analyses evidenced the contribution of TRA to explaining the underlying beliefs that enhance or thwart participation. Additionally, faculty in this study possessed positive attitudes towards the participation in online teaching, and further analyses supported the use of TRA in this research context. [source] | ||||||||||