bluuebunny/crossref_metadata_2025_split huggingface dataset:
Reframing
Authors: Newman Cory F. , Fox Marci G. 
Published: January 2010

Abstract
The cognitive technique known as reframing is perhaps most closely associated with the broader category of technique called rational responding, in which clients learn to spot the automatic thoughts that are causing their undue emotional distress and then use a series of questions to prompt themselves into generating more hopeful, constructive ways to look at themselves and their problems. Rational responding can be an extensive process in which the client uses automatic thought records (cf. Beck, 1995) to document a series of troublesome thoughts across a number of problematic life situations, perhaps leading to the identification of negative themes or schemas (Young, Klosko, & Weishaar, 2003) in the client's habitual ways of thinking. By contrast, reframing is more discrete, often pertaining to one automatic thought or a circumscribed area of concern. In addition, whereas rational responding is performed largely by the client (e.g., as part of their homework assignments), reframing is often done by the therapist, in session, as a way to model the process of rational responding as well as to demonstrate empathy.
Rehabilitation Psychology
Authors: Scherer Marcia J. 
Published: January 2010

AbstractRehabilitation is an integrated program of interventions that empower individuals with disabilities and chronic health conditions to achieve “personally fulfilling, socially meaningful, and functionally effective interaction” in their daily contexts (Riggar & Maki, 2004, p. 1). Rehabilitation psychology is a specialty area within psychology that focuses on the study and application of psychological knowledge and skills on behalf of individuals with disabilities and chronic health conditions in order to maximize health and welfare, independence and choice, functional abilities, and social role participation across the life span (e.g., Hagglund & Heinemann, 2006; Martz & Livneh, 2007). Rehabilitation psychologists are uniquely trained and specialized to engage in a broad range of activities that include clinical practice, consultation, program development, service provision, research, teaching and education, training, administration, development of public policy, and advocacy related to persons with disability and chronic health conditions (e.g., Banks & Kaschak, 2003; Farmer, Donders, & Warschausky, 2006; Frank, Rosenthal, & Caplan, in press; Hanson & Kerkhoff, 2004).
Religion and Mental Health
Authors: Pearce Michelle J. , Koenig Harold G. 
Published: January 2010

AbstractReligion is an organized system of beliefs, practices, and rituals designed to facilitate closeness to the sacred or transcendent—whether that be God, a higher power, ultimate truth, or ultimate reality—and to foster an understanding of one's relationship and responsibility to others in living together in a community. Religion includes not only attendance at religious services and involvement in religious community activities involving scripture study or prayer, but also private personal religious practices such as prayer, meditation, study of scriptures, reading inspirational literature, and private worship. Religion also includes personal religiousness, degree of religious commitment, and religious motivation, which is the extent to which religious beliefs are the object of the person's ultimate concern in life. National surveys have consistently revealed that many Americans have religious beliefs and engage in religious practices. For example, 64% of Americans report praying at least once a day, 44% report attending religious services in the last 7 days, and 84% report that religion is somewhat or very important to them (Gallup, 2005).
Religion and Psychology
Authors: Houts Arthur C. 
Published: January 2010

Abstract
The relationship between religion and psychology has often been contentious, with religious rejection of secular psychology on the one hand, and psychological rejection of religious experience on the other hand. Religion and psychology have often been in competition over their shared interest in providing an understanding of what it means to be human. As a matter of presupposition, both psychology and religion require some prior philosophical anthropology, and it is at this most basic level that the tensions between the two arise. In the West, the clash between religion and psychology reflects the contradictory Western conceptual traditions of Judeo‐Christian subjective engagement versus Greek objective detachment.
Rey Complex Figure Test
Authors: Poreh Amir 
Published: January 2010

Abstract
The use of complex figures (CF) for evaluating cognitive performance was first described by Arnold Gesell (1925). Since that time, numerous CFs have been proposed, all of which rely on a depiction of the Union Jack as its main component. The most famous of these figures is the Rey‐Osterrieth Complex Figure (ROCF). This complex figure was developed by Andre Rey at the University of Geneva in the laboratory of Jean Piaget and was later presented by Rey (1941) as part of an article describing his comprehensive neuropsychological test battery. The popularity of the ROCF in the United States is credited to Edith Taylor (1959). In recent years, due to the fact that the ROCF has been removed from public domain, a number of alternate figures have been developed. One of the most widely used alternate figures is the Modified Taylor Complex Figure.
Rigidity
Authors: Gorman Bernard S. 
Published: January 2010

Abstract

Especially within the fields of developmental psychology, clinical psychology, and learning theory, psychology has consistently sought mechanisms that explain behavior change. But what about behavior that resists change, even when the situation calls for new adaptations? Perhaps the construct of rigidity might prove to be useful. In 1959, Sheila Chown wrote a classic review article, “Rigidity—A Flexible Concept.” At that time, she struggled with a working definition of the term. In more recent times, a very fruitful definition was offered by Schultz and Searleman (2002), who stated: “
Rigidity
can be defined as the tendency to develop and perseverate in the use of mental or behavioral sets” (p. 170).
Risk Management
Authors: Doverspike William F. 
Published: January 2010

Abstract
Risk management refers to the basic premise that ethical problems can be prevented and legal liability can be reduced through the use of some commonsense ethical principles. These principles include understanding relevant ethical and legal standards, practicing within one's area of competence, supervising only what one knows, obtaining adequate informed consent, being aware of the risks inherent in child custody evaluations, maintaining clear boundaries with clients, using projective retrospective thinking, consulting with a colleague, documenting decisions in writing, maintaining open communication, and aspiring to excellence (Doverspike, 2008). Good risk management involves putting these principles into practice.
Risk‐Taking Behavior
Authors: Broaddus Michelle , Bryan Angela 
Published: January 2010

Abstract
Taking risks is an important and, indeed, valuable part of the human experience; from playing the stock market to traveling to unexplored lands to skydiving, people routinely engage in risk taking. But what are the psychological phenomena behind risk‐taking behavior? And how can we make sense of self‐destructive risk taking that potentially endangers people's lives? This article presents a brief introduction to the psychological study of risk‐taking behavior. First, emerging research in brain structures, neurotransmitters, and genetics is described to capture the biological bases and substrates of risk‐taking behavior. Next, we review basic research in the domain of judgment and decision making (JDM) to explore the connection between the human brain's perception of risk and an individual's resulting risk‐taking behavior. We also cover the complex role of affect and emotion on these judgments. Finally, we discuss risk perception from within the broader framework of models of health behavior, with a specific focus on interventions to increase health behavior. For the purposes of this presentation, we adopt a definition of risk taking as a lack of ability to inhibit an automatic or prepotent response or to self‐regulate one's behavior, resulting in limited delay of gratification and risky decision making.
R
ogers,
C
arl
R
ansom (1902–1987)
Authors: Lundin Ralph W. 
Published: January 2010

Abstract

As Carl Ransom Rogers pointed out, both hard work and a commitment to Protestant Christianity were equally stressed in his youth. Certainly, both are implicit in his theories. He received the B.A. degree from the University of Wisconsin and then attended the Union Theological Seminary in New York City for two years. He decided to switch to psychology, and he received the PhD from Teacher's College of Columbia University in 1931. He began his career at the Institute for Child Guidance there and later accepted a position in the child study department of the Society for the Prevention of Cruelty to Children in Rochester, New York, where he soon became the director. In 1939 he accepted a post at the Rochester Guidance Center, and he also lectured at the University of Rochester. The following year he moved to Ohio State University, where he began to develop a new system of psychotherapy known first as nondirective, then client‐centered, and more recently, person‐centered therapy. It began to gain attention with the publication of his first book,
Counseling and Psychotherapy
. Some considered it to be an affront to Freudian psychoanalysis, because interpretations were not given. In 1945, he went to the University of Chicago, serving as executive of their counseling center and a professor, where he remained until 1957. After Chicago, he returned to his alma mater, Wisconsin, as professor during 1957–1963. In the following decade he published
Client‐Centered Therapy
and probably his most popular book,
On Becoming a Person
. In 1963, he moved to LaJolla, California, where he established the Center for the Study of the Person, and he remained there until his death in 1987.
Romantic Competence
Authors: Davila Joanne 
Published: January 2010

Abstract
Broadly speaking, romantic competence refers to the extent to which one functions adaptively in the romantic domain of life. This construct is associated with the broader concept of social competence; depending on how narrowly romantic competence is defined, it may have overlapping features with general social competence (e.g., adaptive conflict negotiation) or distinct features that pertain more specifically to romantic relationships (e.g., adaptive management of sexual attractions and experiences).
R
orschach,
H
ermann (1884–1922)
Authors: Peyser Charles S. 
Published: January 2010

Abstract
Hermann Rorschach received his medical degree from Zurich in 1912 with a dissertation concerning hallucinations that was supervised by Bleuler. Except for a year on the staff of a sanitorium near Moscow, his career was spent mainly in posts at Swiss mental hospitals, but with some time in Russia. Heavily influenced by Freud, he was a promoter of psychoanalysis among Swiss psychiatrists.
Sadism
Authors: Beauregard Eric , Proulx Jean 
Published: January 2010

Abstract

The origin of the term
sadism
is found in the literary works of French writer Marquis de Sade (1740–1814), but it was introduced into the medical field by Krafft‐Ebing. The
Diagnostic and Statistical Manual of Mental Disorders
(
DSM‐IV‐TR;
American Psychiatric Association, 2000) offers a definition of sadism that coincides largely with that offered by Krafft‐Ebing (1886/1965) over a century ago and requires “psychological or physical suffering (including humiliation) of the victim to cause sexual excitement in the sadist” (p. 574). This definition of sexual sadism indicates that the origins of sexual pleasure and sexual excitement are found in fantasies or acts in which physical or psychological torture causes a victim to suffer. However, some authors have also specified the inclusion of the association of feelings of power and control with sexual pleasure and gratification (Yates, Hucker, & Kingston, 2008).
Sample Size Planning
Authors: Kelley Ken 
Published: January 2010

Abstract
Sample size planning is the systematic approach to selecting the number of participants to include in a research study so that some specified goal or set of goals can be satisfied with the minimum sample size. Sample size planning addresses the question, “What size sample should be used in this study?” However, an answer to an appropriate sample size question must be based on the particular goal(s) articulated by the researcher. Because of the variety of research questions that can be asked and the multiple inferences made in many studies, planning an appropriate sample size is not often straightforward. The appropriate sample size depends at least on the research questions of interest, the statistical model used, the assumptions specified in the sample size planning procedure, and the goal(s) of the study.
Satanic Ritual Abuse
Authors: Rhoades George F. 
Published: January 2010

AbstractSatanic ritual abuse (SRA) or ritual abuse may be defined as a method of control over people of all ages consisting of physical, sexual, and psychological mistreatment through the use of rituals, with or without satanic meaning or overtones. Perpetrators of SRA may utilize satanic rituals as part of their belief system and/or to facilitate the control and mistreatment of their victims.
Schizoid Personality Disorder
Authors: Huprich Steven K. 
Published: January 2010

AbstractSchizoid personality disorder (SPD) is one of the most interesting and theoretically complex personality disorders. In theDiagnostic and Statistical Manual of Mental Disorders(DSM‐IV‐TR; American Psychiatric Association, 2000), SPD is described as a “pervasive pattern of detachment from social relationships and a restricted range of expression of emotions in interpersonal settings, beginning by early adulthood and present in a variety of contexts, as indicated by four (or more) of the following: (1) neither desires nor enjoys close relationships, including being part of a family; (2) almost always chooses solitary activities; (3) has little, if any, interest in having sexual experiences with another person; (4) takes pleasure in few, if any, activities; (5) lacks close friends or confidants other than first‐degree relatives; (6) appears indifferent to the praise or criticism of others; and (7) shows emotional coldness, detachment, or flattened affectivity” (p. 697).
School Refusal Behavior
Authors: Kearney Christopher A. , Turner Dio , Gauger Marisa 
Published: January 2010

AbstractSchool refusal behavior refers to a child's refusal to attend school, as well as difficulties with remaining in classes for an entire day. The behavior refers to school‐age youth who miss entire or partial school days, skip classes, or arrive late to school for unjustified reasons. School refusal behavior also includes youth who display morning behavior problems to stay home from school and youth who attend school under great duress that precipitates pleas for future nonattendance. The behavior is differentiated from parents who deliberately withdraw their child from school and from youths with significant exigent circumstances such as homelessness that prevent adequate school attendance.
Selective Attention
Authors: Lamy Dominique 
Published: January 2010

Abstract
More information reaches our senses than our brains can fully process at a given moment in time. This limited capacity of our perceptual systems accounts for the difficulty we encounter when trying to monitor several sources of information at the same time, yet it is important for coherent behavior because it prevents different sources of information from eliciting incompatible courses of action. Attention refers to the mechanisms that implement the selection of sensory information that will reach short‐term memory and awareness and that will participate in the control of behavior. Because the visual system is the best understood sensory modality, most investigations of attention (whether in the behavioral, neuroscience, or clinical domains) have been concerned with visual attention.
Self‐Control
Authors: Shapiro Deane H. , Shapiro Shauna L. , Astin John A. , Shapiro Johanna 
Published: January 2010

Abstract

Psychology has had a long and stormy relationship with the term
self‐control
and related concepts of choice, willpower, self‐regulation, human agency, and personal autonomy. Although the concept raises difficult questions about the nature of self, free will, and determinism, the importance of self‐control cannot be ignored. Research has shown that self‐control is relevant to addressing psychological and behavioral health concerns. It also plays a role in religious and spiritual traditions where concepts of self‐restraint, internal self‐regulation, and management of external behavior (e.g., right speech, right action) are integral.
Self‐Disclosure
Authors: Zur Ofer 
Published: January 2010

AbstractAt its most basic, therapist self‐disclosure is defined as the revelation of personal rather than professional information about the therapist to the client. When therapist disclosure goes beyond the standard professional disclosure of name, credentials, fees, office policies, and the like, it is considered self‐disclosure, or what has also been referred to as therapist transparency. Cultural and technological developments in the last few decades have significantly changed the nature of transparency and the clinical meaning of self‐disclosure.
Self‐Monitoring
Authors: Lootens Christopher M. , Nelson‐Gray Rosemery O. 
Published: January 2010

Abstract
Self‐monitoring is the act of systematically observing and recording one's own target thoughts, feelings, and behaviors as they occur, usually in the natural environment. Having arisen primarily from the behavioral assessment tradition, self‐monitoring is used extensively in clinical psychology and is considered an essential component of any self‐control program (Bandura, 1977). It is also a practical technique, because alternative means of directly observing behavior are costly in terms of time, reactivity, and the need for trained observers. Bornstein, Hamilton, and Bornstein (1986) reported that self‐monitoring is quite popular among clinicians as both an assessment tool and a therapeutic tool because it (1) emphasizes an individual's control over his or her behavior, (2) provides feedback about an individual's behavior in the absence of a clinician, (3) is portable and cost‐efficient, (4) eliminates the undesirable bias often created by the presence of an external observer, and (5) allows a direct measure of target behaviors that are private by their very nature (e.g., thoughts) or by convention (e.g., sexual behavior).
Self‐Protection
Authors: Weitlauf Julie C. 
Published: January 2010

Abstract
Broadly speaking, self‐protection refers to all actions undertaken in the hopes of preventing potentially harmful personal consequences (physical, emotional, financial, or otherwise) that may result from the aggressive acts of others. Within the United States, acts of self‐protection are colloquially referred to as “self‐defense” and often discussed in the context of women's response to male‐female violence. Given the prevalence of violence against women and the historical (though erroneous) attribution that the prevention of such violence is the responsibility of the female victim, it is not surprising that great interest in self‐defense exists. However, as this topic is highly complex and spans many disciplines (i.e., psychology, criminal justice, law), all discussion must first be placed in context. The empirical literature delineating the psychological benefits of self‐defense training as a form of rape prevention for women is the focus here. Implications regarding the use of weapons in the name of self‐defense and the potential legal consequences of all acts of self‐defense are not included in this discussion.
Self‐Rating
Authors: Lootens Christopher M. , Nelson‐Gray Rosemery O. 
Published: January 2010

Abstract
Self‐report measures, which include rating scales, are assessment tools in which individuals are asked to describe their own thoughts, behaviors, and experiences. For these measures, items can be constructed to gather information about a current behavior or experience, as in self‐monitoring, or they can be completed retrospectively, as in reports about past experiences. Numerous psychologically oriented self‐report measures exist, and they are most commonly designed to gather information about behaviors, psychiatric symptoms, personality traits, values, beliefs, and life experiences.
Sensory Deprivation
Authors: Fine Ione 
Published: January 2010

Abstract
In 1965, Wiesel and Hubel reported that kittens deprived of visual input in the first few months of life showed marked abnormalities in the organization of visual cortex and behaved as if they were still blind once visual input was restored. Since then a large body of animal research has documented the importance of sensory experience in the development of normal sensory processing.
Sentence Completion Tests
Authors: Farwell Lauren , Sherry Alissa 
Published: January 2010

AbstractSentence completion tests (SCTs) are among the instruments most commonly used by clinicians to facilitate personality assessments. Most people recognize SCTs as largely fill‐in‐the‐blank sentences about any number of psychological cues. The overall purpose of SCTs is to assess respondents through their written and expressed answers to sentence fragments. Examples might include, “My mother ____________” or “One thing that really bothers me is ____________.” A sentence completion test is generally considered a projective or performance‐based measure in personality assessment. This means that the manner in which individuals respond to the relatively unstructured task of completing these sentence fragments reveals latent aspects of their personality. Although identification of SCTs as projective in nature implies that SCTs are interpreted by the clinician and loosely scored by any objective standard, SCT responses are actually quite versatile in how they can be used. They can be used to facilitate interviews or establish rapport, for example, and they can be interpreted either projectively or as objectively scored by the clinician as part of a larger assessment battery.
Serotonin
Authors: Garlow Steven J. 
Published: January 2010

AbstractSerotonin (5‐hydroxytryptamine, 5‐HT) is an indoleamine neurotransmitter and hormone that has many actions in the central nervous system and in the periphery. Serotonin was initially described as a hormonal activity in the serum from clotted blood that caused vasoconstriction, hence serum tonic factor or serotonin. Serotonin was purified from blood and identified as 5‐hydroxytryptamine in 1949. In 1953, serotonin was first detected in the central nervous system (CNS). The first serotonin receptors, termed D and M types, were characterized in guinea pig intestinal smooth muscle in 1957, but this classification schema is no longer in use (Gaddum & Picarelli, 1957). Serotonin achieved the status of neurotransmitter in 1963, when it was specifically identified in neurons of the raphe nuclei.