A cognitive model of binge drinking: The influence of alcohol expectancies and drinking refusal self-efficacy

While binge drinking-episodic or irregular consumption of excessive amounts of alcohol-is recognised as a serious problem affecting our youth, to date there has been a lack of psychological theory and thus theoretically driven research into this problem. The current paper develops a cognitive model using the key constructs of alcohol expectancies (AEs) and drinking refusal self-efficacy (DRSE) to explain the acquisition and maintenance of binge drinking. It is suggested that the four combinations of the AE and DRSE can explain the four drinking styles. These are normal/social drinkers, binge drinkers, regular heavy drinkers, and problem drinkers or alcoholics. Since AE and DRSE are cognitive constructs and therefore modifiable, the cognitive model can thus facilitate the design of intervention and-prevention strategies for binge drinking. (C) 2003 Elsevier Ltd. All rights reserved.

Looking beyond the negatives: A time period analysis of positive cognitions, negative cognitions, and working alliance in cognitive-behavior therapy for panic disorder

Time period analysis was used in an international sample of clients ( N = 106) to demonstrate that cognitive - behavioral therapy (CBT) for panic disorder is associated with specific changes in both negative and positive cognitions during the treatment period. In the first 6 weeks of the treatment phase, working alliance failed to predict changes in panic severity, whereas changes in panic self-efficacy and catastrophic misinterpretation of bodily sensations predicted rapid symptom relief. In the last 6 weeks of treatment, higher doses of CBT were associated with further changes in positive and negative cognitions. The findings can be interpreted as suggesting that the role of the working alliance in CBT for panic disorder is to facilitate cognitive change.

Cognitive mediation of panic severity: The role of catastrophic misinterpretation of bodily sensations and panic self-efficacy

This study examined the differential role of negative and positive cognitions in mediating treatment outcome in CBT for Panic Disorder through comparison of a Standard CBT (n = 36) versus a Waitlist Condition (n = 24). Regression analyses indicated that, relative to the Waitlist Condition, patients in the Standard CBT condition reported significantly greater shifts both towards higher panic self-efficacy and lower catastrophic misinterpretation of bodily sensations during treatment, as well as a significantly lower level of panic severity at posttreatment. Changes in catastrophic misinterpretation of bodily sensations and panic self-efficacy contributed significantly more to prediction of panic severity than did assignment to either Standard CB T or a Waitlist Condition. Results are discussed in terms of the importance of including both negative and positive cognitions in demonstrating cognitive mediation.

The feasibility and outcome of clinic plus Internet delivery of cognitive-behavior therapy for childhood anxiety

Seventy-two clinically anxious children, aged 7 to 14 years, were randomly allocated to clinic-based, cognitive-behavior therapy, the same treatment partially delivered Via the Internet. or a wait-list control (WL). Children in the clinic and clinic-plus-Internet conditions showed significantly greater reductions in anxiety from pre- to posttreatment and were more likely to be free of their anxiety diagnoses, compared with the WL group. Improvements were maintained at 12-month follow-up for both therapy conditions', with minimal difference in outcomes between interventions. The Internet treatment content was highly acceptable to families, with minimal dropout and a high level of therapy compliance.

Brain and cognitive development

'The Millennial Adolescent' offers contemporary, stimulating insights for those currently teaching as well as those preparing to teach. This book investigates the characteristics of Generation Y, using students own voices, generational theory and case studies. The text is structured around the principle that effective teachers need to know who they are teaching as well as what to teach, how to teach it, and how to assess the outcome. Using generational theory, 'The Millennial Adolescent' investigates the characteristics of Generation Y, or the Millennial Generation, and points out what all teachers need to know about working with this current generation of students who are described in a number of ways digital natives, team oriented, confident, multi-taskers, high achievers, and a generation unlike any other. The book contains well-known frameworks for developing understandings about adolescents, blended and contrasted with a contemporary socio-cultural construction of adolescence, set in our particular time, era and society. This book reflects the uniqueness of Australian contexts, while connecting with international trends and global patterns. Engaging and full of insights, this book is essential reading for all professionals dealing with adolescents.

Dragging down and dragging up: How relative group status affects responses to common fate

The authors examined whether status differences moderate the effects of common fate on subgroup relations. University students (N = 103) were led to believe that their subgroup was performing well (high status) or poorly (low status) relative to another subgroup. They were then told that the combined performances of the subgroups would have shared implications for their subgroup's welfare. (common fate) or that there would be a direct link between their subgroup's performance and its welfare (no common fate). High-status (but not low-status) group members responded to the common fate situation by (a) decategorizing and (b) showing benevolence to the out-group. Results are discussed with respect to their implications for managing subgroup relations.

Linking superiority bias in the interpersonal and intergroup domains

The author conducted 2 studies to explore the link between superiority bias in the interpersonal and intergroup domains. Australian university students evaluated the extent to which various personality traits were more or less applicable to themselves than to other Australian university students in general. They then evaluated the extent to which the same traits were more or less applicable to Australians than to people from other countries in general. As expected, the more participants evaluated themselves as superior to other university students, the more they evaluated Australians as a whole as superior to people from other countries. This link between interpersonal and intergroup superiority biases explained 22.1% of variance in Study 1 and 33.6% of variance in Study 2. The author interprets the results of the 2 studies as support for fundamental principles of social identity theory: (a) that self-concept consists of not only one's personal self but also the social groups to which one belongs and (b) that people are motivated to view both levels of self in a relatively positive fashion.

On being loud and proud: Non-conformity and counter-conformity to group norms

Most experiments on conformity have been conducted in relation to judgments of physical reality; surprisingly few papers have experimentally examined the influence of group norms on social issues with a moral component. In response to this, participants were told that they were either in a minority or in a majority relative to their university group in terms of their attitudes toward recognition of gay couples in law (Expt 1: N = 205) and a government apology to Aborigines (Expt 2: N = 110). In both experiments, it was found that participants who had a weak moral basis for their attitude conformed to the group norm on private behaviours. In contrast, those who had a strong moral basis for their attitude showed non-conformity on private behaviours and counter-conformity on public behaviours. Incidences of nonconformity and counter-conformity are discussed with reference to theory and research on normative influence.

Individualist and collectivist norms: when it's ok to go your own way

We conducted two studies to investigate the influence of group norms endorsing individualism and collectivism on the evaluations of group members who display individualist or collectivist behaviour. It was reasoned that, overall, collectivist behaviour benefits that group and would be evaluated more positively than would individualist behaviour. However, it was further predicted that this preference would be attenuated by the specific content of the group norm. Namely when norms prescribed individualism, we expected that preferences for collectivist behaviour over individualist behaviour would be attenuated, as individualist behaviour would, paradoxically, represent normative behaviour. These predictions were supported across two studies in which we manipulated norms of individualism and collectivism in an organizational role-play. Furthermore, in Study 2, we found evidence for the role of group identification in moderating the effects of norms. The results are discussed with reference to social identify theory and cross-cultural work on individualism and collectivism. Copyright (C) 2002 John Wiley Sons, Ltd.