Beliefs, practices, and expectations of oral teachers of the deaf

This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist paradigm, whereas those using an Auditory Oral approach were more likely to adopt a constructivist paradigm. Those using a mixed approach (AV/AO) adopted a paradigm that was a mix of both positivist and constructivist. Results suggest that there is a strong relationship between the underlying beliefs of teachers and the model of practice that they adopt, and that professional experience, professional development and the inclusion movement exert an influence on those beliefs and practices.

Music teaching is more than telling : attitudes and beliefs of Australian pre-service teachers

Pre-service teachers’ views are often confronted at tertiary level in regards to theories of teaching and learning which can through discussion and reflection change their perceptions and their understanding of classroom practice. Tertiary educators are challenged to develop positive attitudes and beliefs about education to their pre-service students if music education is to be valued in all educational settings. Drawing on educational perspectives on teaching, this article investigates the myriad of influences that shape pre-service teachers’ attitudes and beliefs about music teaching and learning. Between 2005-2009 final year music teacher education students from Deakin University and Monash University (Melbourne, Australia) participated in a research project entitled Intercultural attitudes of pre-service music education students. This article draws on the 2008 cohort interpersonal and affective attributes regarding what they thought makes a good teacher and how they would see themselves as future music teachers. Whilst the findings provide important insights into Australian pre-service teachers they also hold similar significance for teacher education in general. I contend that continued research with our students can only help us as tertiary educators to prepare our students to be effective teachers.

Being philosophical regarding the evidence of 'what works'.

In this paper I am arguing that the debate regarding ‘what works’ in education practice should become more philosophical. By becoming more philosophical professional educators will be enabled to further recognise how unscientific and undemocratic the research which claims to represent ‘what works’ currently is by understanding more clearly the nature of its ‘evidence-base’ and its relation to education. This paper is structured into three parts. The first will address the philosophical aspect which is intrinsic to the discourse of education itself. The second section will offer a differentiation between empiricism and science which is important if we are to recognise the limitations of empirical ‘evidence’ regarding ‘what works’. The third and final section will draw upon Biesta’s notion of the ‘democratic deficit’ to make the case that if the evidence regarding ‘what works’ is only empirical rather than scientific then it is not the sort of evidence appropriate to the discourse of education.

What were they thinking? An exploration of child sexual offenders' beliefs using a lexical decision task

Cognitive distortions have been afforded a key role in the offending behaviour of child sexual offenders. While the mechanisms underlying cognitive distortions are not fully understood, they are generally thought to reflect entrenched beliefs that distinguish child sexual offenders from other individuals. We investigated this hypothesis using a robust experimental technique called the lexical decision task. Child sexual offenders, offender controls, and non-offender controls completed a lexical decision task in which they responded to words that completed sentences in either an offence-supportive or nonoffence-supportive manner. Contrary to predictions, child sexual offenders did not respond faster to words that were consistent with offence-supportive beliefs, relative to controls. However, they did show accelerated recognition for word stems supporting external locus of control beliefs. These results highlight the need to use cognitive experimental methods to study child sexual offenders' beliefs, and the importance of investigating potential alternative drivers of cognitive distortions.

What's in a measure? A multi-method study of child sexual offenders' beliefs

The hypothesis that child sexual offenders (CSOs) hold distorted, offence-supportive beliefs is usually investigated using interview and questionnaire techniques. However, in light of various problems associated with the use of these techniques, researchers are increasingly turning to cognitive-experimental approaches. To date, no study has examined potential differences in the nature of the beliefs that are revealed using interview, questionnaire, and experimental methods. In this study, data is gathered using these three methods and the results triangulated. CSOs are interviewed and the content categorised into five belief types. CSOs and offender controls then complete a questionnaire measure of offence-supportive beliefs and an experimental task (Rapid Serial Visual Presentation-Modified, or RSVP-M), which uses sentence reading times to explore content held in cognitive structures. As hypothesised, CSOs showed evidence of holding distorted beliefs according to the interview and questionnaire measures. Against predictions, however, CSOs did not show evidence of holding distorted belief structures on the RSVP-M task. In fact, the three methods showed no agreement regarding the belief types each CSO was deemed to hold. These results raise important questions about the phenomena and potential artefacts measured by each method.

Beliefs, values, and action : the judgment model of cognitive distortions in sexual offenders

In this paper, we present the Judgment Model of Cognitive Distortions (JMCD), a new model of cognitive distortions that spans multiple levels of analysis and contains different types of judgments. This model proposes that cognitive distortions tend to cluster together in what we have termed Thematic Networks (TN): judgments about beliefs, values, and actions. We argue that the three sets of judgments cover all types of cognitive distortions apparent in sexual offenders including those revolving around content (i.e., asserting characteristics to people, the offender, the world) and cognitive operations (i.e., denial, minimization, rationalizations). Following a description of the JMCD, we demonstrate how it can account for the cognitive schemata identified in sexual offenders by researchers and clinicians. The paper concludes with a brief discussion of the clinical and research implications of the JMCD.

Australian consumers' food-related environmental beliefs and behaviours

The aim of this study was to examine Australians’ food-related environmental beliefs and behaviours. Questionnaires were posted to 500 randomly selected adults, with 223 questionnaires completed (58% response rate). Decreased use of packaging by food manufacturers was viewed as being the most important item to help the environment, while lower meat consumption was seen as least likely to help. Composting food scraps and purchase or consumption of locally produced foods were the most commonly performed food-related environmental behaviours, while use of organic products was the least commonly performed. Moderate consistency (r_s=0.54) was found between reported beliefs and behaviours. Older people were more likely to perform certain food-related environmental behaviours, such as composting. Awareness of the impact on the environment of meat production, organic compared to conventional farming, and food packaging was low even among those who were found to already believe that food-related actions are important to help the environment, suggesting widespread consciousness raising is needed.

Health beliefs - what role do they play in outcomes research?

Lay beliefs about health and illness are individual and social, influenced by prevailing social and medical ideologies. Health beliefs clearly influence self-care motivation and have an effect on health-promoting behaviour (e.g. attendance at a screening program, food choices, adherence to prescribed medication). Further, the beliefs and attributions that people hold can directly affect physiological systems (e.g. the immune system). Health beliefs have been shown to influence a variety of patient-reported outcomes, including medication adherence, satisfaction and health-related quality of life. It is widely acknowledged that when the patient's beliefs are acknowledged and incorporated, rather than ignored, optimal biomedical patient-reported outcomes are more likely to be achieved. Several psychological models have been developed to predict health behaviours and may be utilised to identify the beliefs that inform such behaviours. These models consider the social milieu, personality, demographic, political and economic predictors of health beliefs. They demonstrate the impact of beliefs such as the causes of illness, effectiveness of healthcare and acceptability of health services, and how manipulating these can result in actual or intended behaviour change. This workshop will introduce health beliefs and discuss the psychological models that underpin the translation of belief into behaviour. The session is interactive, with participants defining health beliefs and their impact on behaviour. Participants will be invited to critique the models and apply their chosen model to a health indication of their choice.

Managing depression in patients with vision impairment : a descriptive study of practitioners' beliefs and confidence

Aim: Depression is common in older adults with vision impairment yet it often remains unidentified and untreated.
Eye health professionals (EHPs) and rehabilitation workers (RWs) may be able to assist in detecting depression. This study identified EHPs’ and RWs’ beliefs about depression and confidence in working with patients with vision
impairment and depression.
Methods: A self-administered cross-sectional survey of 94 EHPs and RWs assessed beliefs about the symptoms and treatment for depression, and confidence in working with depressed people with vision impairment.
Results: Participants showed awareness of both the symptoms and treatment options for depression. However,
some important misconceptions were identified and many symptoms of depression were commonly attributed to
vision loss. Participants lacked confidence in communicating about depression with patients and their families.
Conclusions: Training programs are needed to enable EHPs and RWs to confidently identify depression and
discuss appropriate treatment and referral options with their patients.

Pierre Hadot (1922-2010)

Pierre Hadot, classical philosopher and historian of philosophy, is best known for his conception of ancient philosophy as a bios or way of life (manière de vivre). His work has been widely influential in classical studies and on thinkers, including Michel Foucault. According to Hadot, twentieth- and twenty-first-century academic philosophy has largely lost sight of its ancient origin in a set of spiritual practices that range from forms of dialogue, via species of meditative reflection, to theoretical contemplation. These philosophical practices, as well as the philosophical discourses the different ancient schools developed in conjunction with them, aimed primarily to form, rather than only to inform, the philosophical student. The goal of the ancient philosophies, Hadot argued, was to cultivate a specific, constant attitude toward existence, by way of the rational comprehension of the nature of humanity and its place in the cosmos. This cultivation required, specifically, that students learn to combat their passions and the illusory evaluative beliefs instilled by their passions, habits, and upbringing. To cultivate philosophical discourse or writing without connection to such a transformed ethical comportment was, for the ancients, to be as a rhetorician or a sophist, not a philosopher. However, according to Hadot, with the advent of the Christian era and the eventual outlawing, in 529 C.E., of the ancient philosophical schools, philosophy conceived of as a bios largely disappeared from the West. Its spiritual practices were integrated into, and adapted by, forms of Christian monasticism. The philosophers’ dialectical techniques and metaphysical views were integrated into, and subordinated, first to revealed theology and then, later, to the modern natural sciences. However, Hadot maintained that the conception of philosophy as a bios has never completely disappeared from the West, resurfacing in Montaigne, Rousseau, Goethe, Thoreau, Nietzsche, and Schopenhauer, and even in the works of Descartes, Spinoza, Kant, and Heidegger.

Hadot’s conception of ancient philosophy and his historical narrative of its disappearance in the West have provoked both praise and criticism. Hadot received a host of letters from students around the world telling him that his works had changed their lives, perhaps the most fitting tribute given the nature of Hadot’s meta-philosophical claims. Unlike many of his European contemporaries, Hadot’s work is characterized by lucid, restrained prose; clarity of argument; the near-complete absence of recondite jargon; and a gentle, if sometimes self-depreciating, humor. While Hadot was an admirer of Nietzsche and Heidegger, and committed to a kind of philosophical recasting of the history of Western ideas, Hadot’s work lacks any eschatological sense of the end of philosophy, humanism, or the West. Late in life, Hadot would report that this was because he was animated by the sense that philosophy, as conceived and practiced in the ancient schools, remains possible for men and women of his era: “from 1970 on, I have felt very strongly that it was Epicureanism and Stoicism which could nourish the spiritual life of men and women of our times, as well as my own” (PWL 280).

Exploring negativity bias in brand beliefs and stated brand switching propensity

Negativity bias has been well studied by psychologists but limited research has been conducted on it in a marketing context. Given previous research, this exploratory study aims to examine whether there are any negativity bias effects in brand beliefs and whether there is any influence on stated brand switching propensity amongst current users of a brand. The results suggest that there is a negativity bias evident in brand image data.