61-80 of 547 Results


Central European Psychiatry: World War I and the Interwar Period  

David Freis

During World War I, soldiers from all warring countries suffered from mental disorders caused by the strains and shocks of modern warfare. Military psychiatrists in Germany and the Austro-Hungarian Empire were initially overwhelmed by the unexpected numbers of psychiatric patients, and they soon engaged in fierce debates about the etiology and therapy of “war neuroses.” After early therapeutic approaches relying on rest and occupational therapy had failed to yield the necessary results, psychiatry faced increasing pressure by the state and the military. After 1916, the etiological debate coalesced around the diagnosis of “war hysteria,” and psychiatric treatment of war neurotics became dominated by so-called active therapies, which promised to return patients to the frontline or the war industry as quickly and efficiently as possible. War psychiatry became characterized by an unprecedented rationalization of medical treatment, which subordinated the goals of medicine to the needs of the military and the wartime economy. Brutal treatment methods and struggles over pensions led to conflicts between patients and doctors that continued after the war ended.


Characteristics, Mechanisms, and Health Implications of Exercise-Induced Hypoalgesia  

Laura D. Ellingson and Christopher D. Black

Exercise is known to exert an influence on pain. Specifically, sensitivity to pain decreases both during and following a single bout of exercise—a phenomenon that has been termed exercise-induced hypoalgesia (EIH). EIH has been shown to occur following a variety of types of exercise including aerobic, dynamic resistance, as well as intermittent and continuous isometric exercise, and with a variety of types of pain stimuli including pressure, thermal, and electrical, among others. Depending upon the type of exercise, the intensity and duration of the exercise bout may affect the magnitude of EIH observed. EIH also may be influenced by presence of chronic pain. In individuals with chronic pain conditions, exercise can have both hypo- and hyperalgesic effects, again depending on the specifics of the exercise stimulus itself. The mechanisms underlying EIH have not been definitively established. However, a number of potentially viable mechanisms have been examined including: release of stress mediators such as adrenocorticotrophic hormone and growth hormone (GH), stimulation of the endogenous opioid system, interactions between the pain modulatory system and the cardiovascular system resulting from shared neurological pathways, activation of the endocannabinoid (eCB) system, and engagement of supraspinal pain inhibitory mechanisms via conditioned pain modulation (CPM). There is also some evidence that psychosocial factors, including pain-related beliefs like catastrophizing and expectation, may influence EIH. Research in EIH has several important implications for research and practice. In healthy adults, reduced sensitivity to pain is a salient benefit of exercise and EIH responses may play a role in exercise adherence. For chronic pain patients, research on EIH has the potential to uncover mechanisms related to maintenance of chronic pain. Improving our understanding of how and why hyperalgesia occurs following exercise in these patients can aid in understanding central nervous system mechanisms of disease maintenance and ultimately may help to avoid symptom exacerbation with exercise. However, there remain practical and mechanistic questions to be examined. Translating reductions in pain sensitivity that occur with exercise under controlled laboratory conditions to situations that are more naturalistic will be an important next step for promoting physical activity as a treatment for pain.


Clinical Training Concerns in Mental Health Service Provision to Older Persons  

M. Lindsey Jacobs and Patricia M. Bamonti

The field of geropsychology has grown worldwide since the 1990s, particularly in the United States. In the early 21st century, professional geropsychology was recognized by the American Psychological Association as a clinical specialty. Despite this growth, there is a shortage of practicing psychologists proficient in geropsychology to meet the mental health needs of older adults. Moreover, the need for psychologists with geriatric training is continuing to grow as healthcare increasingly shifts to integrated care, creating a demand for psychologists in clinical settings such as nursing homes, hospice and palliative care, primary care, and home-based primary care. The widening gap between supply and demand requires strategic recruitment and educational initiatives to grow the number of providers with competency in working with older adults. Recruitment strategies emphasize increasing supply by “priming the pipeline” through the creation of early exposure opportunities at the secondary, undergraduate, and graduate school level, strategic recruitment of underrepresented students, and expanding financial incentives for practice. Training and education in geropsychology have advanced considerably. The Pikes Peak Model for Professional Geropsychology Training provides the structure to gauge competency development. A framework for obtaining competency at the generalist, generalist with proficiency, and specialist levels has been created. In future years, there will be greater demand for post-licensure training in geropsychology, and geropsychologists will increasingly function as clinical educators. Technological advances will play a vital role in disseminating geropsychology education to generalist providers and related disciplines interested in gaining geropsychology exposure.


Coaching Behavior and Effectiveness in Sport and Exercise Psychology  

Ronald E. Smith and Frank L. Smoll

Coaches occupy a central role in sport, fulfilling instructional, organizational, strategic, and social relationship functions, and their relationships with athletes influence both skill development and psychosocial outcomes of sport participation. This review presents the major theoretical models and empirical results derived from coaching research, focusing on the measurement and correlates of coaching behaviors and on intervention programs designed to enhance coaching effectiveness. A strong empirical literature on motor skill development has addressed the development of technical sport skills, guided in part by a model that divides the skill acquisition process into cognitive, associative, and autonomous phases, each requiring specific coaching knowledge and instructional techniques. Social-cognitive theory’s mediational model, the multidimensional model of sport leadership, achievement goal theory, and self-determination theory have been highly influential in research on the psychosocial aspects of the sport environment. These conceptual models have inspired basic research on the antecedents and consequences of defined coaching behaviors as well as applied research on coach training programs designed to enhance athletes’ sport outcomes. Of the few programs that have been systematically evaluated, outcomes such as enjoyment, liking for coach and teammates, team cohesion, self-esteem, performance anxiety, athletes’ motivational orientation, and sport attrition can be influenced in a salutary fashion by a brief intervention with specific empirically derived behavioral guidelines that focus on creating a mastery motivational climate and positive coach-athlete interactions. However, other existing programs have yet to demonstrate efficacy in controlled outcome research.


Cognition and Mobility With Aging  

Karen Z. H. Li, Halina Bruce, and Rachel Downey

Research on the interplay of cognition and mobility in old age is inherently multidisciplinary, informed by findings from life span developmental psychology, kinesiology, cognitive neuroscience, and rehabilitation sciences. Early observational work revealed strong connections between sensory and sensorimotor performance with measures of intellectual functioning. Subsequent work has revealed more specific links between measures of cognitive control and gait quality. Convergent evidence for the interdependence of cognition and mobility is seen in patient studies, wherein cognitive impairment is associated with increased frequency and risk of falling. Even in cross-sectional studies involving healthy young and older adults, the effects of aging on postural control and gait are commonly exacerbated when participants perform a motor task with a concurrent cognitive load. This motor-cognitive dual-task method assumes that cognitive and motor domains compete for common capacity, and that older adults recruit more cognitive capacity than young adults to support gait and posture. Neuroimaging techniques such as magnetic resonance imaging (MRI) have revealed associations between measures of mobility (e.g., gait velocity and postural control) and measures of brain health (e.g., gray matter volumes, cortical thickness, white matter integrity, and functional connectivity). The brain regions most often associated with aging and mobility also appear to subserve high-level cognitive functions such as executive control, attention, and working memory (e.g., dorsolateral prefrontal cortex, anterior cingulate). Portable functional neuroimaging has allowed for the examination of neural functioning during real-time walking, often in conjunction with detailed spatiotemporal measures of gait. A more recent strategy that addresses the interdependence of cognitive and motor processes in old age is cognitive remediation. Cognitive training has yielded promising improvements in balance, walking, and overall mobility status in healthy older adults, and those with age-related neurodegenerative conditions such as Parkinson’s Disease.


Cognitive Behavioral Therapy for Depression  

Stirling Moorey and Steven D. Hollon

Cognitive behavioral therapy (CBT) has the strongest evidence base of all the psychological treatments for depression. It has been shown to be effective in reducing symptoms of depression and preventing relapse. All models of CBT share in common an assumption that emotional states are created and maintained through learned patterns of thoughts and behaviors and that new and more helpful patterns can be learned through psychological interventions. They also share a commitment to empirical testing of the theory and clinical practice. Beck’s Cognitive Therapy sees negative distorted thinking as central to depression and is the most established form of CBT for depression. Behavioral approaches, such as Behavioral Activation, which emphasize behavioral rather than cognitive change, also has a growing evidence base. Promising results are emerging from therapies such as Mindfulness Based Cognitive Therapy (MBCT) and rumination-focused therapy that focus on the process of managing thoughts rather than their content. Its efficacy-established CBT now faces the challenge of cost-effective dissemination to depressed people in the community.


Cognitive–Behavioral Theory in Sport and Performance Psychology  

Faye F. Didymus

The cognitive–behavioral model of psychotherapy holds cognition at the core of psychological problems and disorders. The theoretical foundations of this model imply that dysfunctional thinking is common to all psychiatric disorders, psychological problems, and medical problems with a psychological component, and that changing an individual’s cognition results in causal changes in emotions and behaviors. In addition, when working with the cognitive–behavioral model, practitioners acknowledge that ongoing cognitive formulation is the basis of effective practice; that working with an individual’s beliefs about themselves, the world, and others results in sustained change; and that neurobiological changes occur following cognitive–behavioral therapy (CBT). The cognitive–behavioral model has been successfully applied in many domains (e.g., clinical, occupational, and sport psychology) where interventions are framed around the beliefs that characterize a presenting issue. Cognitive restructuring is one technique for implementing CBT that has been applied in sport and performance psychology. This technique is particularly relevant to performance domains because of the focus on cognitive formulation; the underpinning associations between cognition, emotion, and behavior; and the links between positively valenced emotions and superlative performance. Findings of sport psychology research extend the application of CBT beyond clinical populations and highlight the usefulness of cognitive–behavioral approaches for optimizing experiences of and performance in sport. Some would argue that the first scientifically testable paradigm that was built on the cognitive–behavioral model of psychotherapy, and came chronologically slightly before CBT, is rational emotive behavior theory (REBT). Because both CBT and REBT share cognitive–behavioral roots, they have many similarities in their underpinning assumptions and in the ways that they are applied. REBT, however, focuses on rational and irrational beliefs and the links between an individual’s beliefs and his or her emotions and performance. REBT has a more philosophical focus with motivational theoretical roots when compared to other CBT approaches. Distinguishing features of REBT also lie in the techniques used and, hence, the way in which the underlying principles of the cognitive–behavioral model are applied. Disputing is the applied foundation of REBT and is a method of questioning an individual’s beliefs that generate emotional responses. This technique aims to help an individual recognize and adjust flaws in his or her thinking to work toward a more functional philosophy. Research that has used REBT in sport and performance contexts is sparse but that which does exist highlights the approach as a promising one for optimizing athletes’ beliefs and their emotional, behavioral, and physiological responses.


Cognitive Behavioral Therapy for Anxiety  

Michelle L. Moulds, Jessica R. Grisham, and Bronwyn M. Graham

Cognitive behavioral therapy (CBT) is an evidence-based, structured, goal-oriented, time-limited intervention for psychological disorders. CBT integrates behavioral and cognitive principles and therapeutic strategies; practitioners and clients work collaboratively to identify patterns of behaving and thinking that contribute to the persistence of symptoms, with the goal of replacing them with more adaptive alternatives. In the treatment of anxiety problems, the primary focus of CBT is on reducing avoidance of feared stimuli (e.g., spiders) or situations (e.g., public speaking) and modifying biases in thinking (e.g., the tendency to interpret benign situations as threatening). At its broadest, CBT is an umbrella term; it describes a range of interventions targeting cognitive and behavioral processes—ranging from early, traditional CBT protocols to more recently developed approaches (e.g., mindfulness-based cognitive therapy). CBT protocols have been developed for the full range of anxiety disorders, and a strong evidence base supports their efficacy.


Cognitive Behavior Therapy for Psychosis (CBTp)  

Anthony P. Morrison and Lisa J. Wood

Cognitive behavior therapy (CBT) is an evidence-based psychological therapy that has been shown to have small to medium effects in improving outcomes for people experiencing psychosis. CBT’s theoretical model, drawing together cognitive and behavioral theories, outlines that it is the appraisal and response to an event which maintains distress rather than the event itself. CBT for psychosis (CBTp) specifically aims to modify appraisals and responses to psychotic experiences in order to reduce distress. CBTp has a substantial evidence base and is the most frequently offered psychological treatment for psychosis. There have been significant advancements in the field, with process-oriented therapies and digital interventions showing promise; however, more large-scale trials are required. Moreover, service users report positive experiences with CBTp and value the normalizing therapeutic relationship, improved personal understanding, and acquisition of new coping strategies. Improving dissemination and adapting CBTp so that it is appropriate for all populations is an ongoing priority for future research. Moreover, the evidence base requires more user-centered research to ensure CBTp is meeting the needs of service users.


Cognitive Consistency in Social Cognition  

Skylar M. Brannon and Bertram Gawronski

The desire to maintain consistency between cognitions has been recognized by many psychologists as an important human motive. Research on this topic has been highly influential in a variety of areas of social cognition, including attitudes, person perception, prejudice and stereotyping, and self-evaluation. In his seminal work on cognitive dissonance, Leon Festinger noted that inconsistencies between cognitions result in negative affect. Further, he argued that the motivation to maintain consistency is a basic motive that is intrinsically important. Subsequent theorists posed revisions to Festinger’s original theory, suggesting that consistency is only important to the extent that it allows one to maintain a desired self-view or to communicate traits to others. According to these theorists, the motivation to maintain consistency serves as a means toward a superordinate motive, not as an end in itself. Building on this argument, more recent perspectives suggest that consistency is important for the execution of context-appropriate action and the acquisition and validation of knowledge. Several important lines of research grew out of the idea that cognitive consistency plays a central role in social information processing. One dominant line of research has aimed toward understanding how people deal with inconsistencies between their attitudes and their behaviors. Other research has investigated how individuals maintain their beliefs either by (1) avoiding exposure to contradictory information or (2) engaging in cognitive processes aimed toward reconciling an inconsistency after being exposed to contradictory information. Cognitive consistency perspectives have also been leveraged to understand (1) the conditions under which explicit and implicit evaluations correlate with one another, (2) when change in one type of evaluation corresponds with change in the other, and (3) the roles of distinct types of consistency principles underlying explicit and implicit evaluations. Expanding on these works, newer lines of research have provided important revisions and extensions to early research on cognitive consistency, focusing on (1) the identification of inconsistency, (2) the elicitation of negative affect in response to inconsistency, and (3) behavioral responses aimed to restore inconsistency or mitigate the negative feelings arising from inconsistency. For example, some research has suggested that, instead of following the rules of formal logic, perceptions of (in)consistency are driven by “psycho-logic” in that individuals may perceive inconsistency when there is logical consistency, and vice versa. Further, reconciling conflicting research on the affective responses to inconsistency, recent work suggests that all inconsistencies first elicit negative affect, but immediate affective reactions may change in line with the hedonic experience of the event when an individual has time to make sense of the inconsistency. Finally, new frameworks have been proposed to unite a broad range of phenomena under one unifying umbrella, using the concept of cognitive consistency as a common denominator.


Cognitive Development in Chimpanzees  

Tetsuro Matsuzawa

Cognitive development in chimpanzees has been illuminated through fieldwork and laboratory studies. Their life history reveals the importance of the mother–infant relationship. Females give birth at 5-year intervals on average, and the infants cling to their mothers in the first 3 months. Each chimpanzee community has its own unique cultural traditions, for example in tool use. How tools are used is passed across generations through social learning, in a process called education by master-apprenticeship. Laboratory studies in the early 21st century examined chimpanzees’ learning abilities even at the fetal stage. Chimpanzee and human cognition appear similar in both physical and social domains, and they follow the same developmental stages. However, there is a fundamental difference in the levels of complexity of hierarchical structure. Chimpanzees do not show the recursive and infinite levels that characterize human cognition. Chimpanzees are good at memorizing things at a glance but less skilled at representing things through imagination. The cognitive trade-off between working memory and language may explain the essential difference in cognitive development in the two species.


Dissonance and Attitude Change  

Jeff Stone and John J. Taylor

Cognitive dissonance theory (CDT) was first introduced by Leon Festinger. Cognitive dissonance is the process by which people detect an inconsistency between cognitions, such as attitudes, beliefs, and behavior. When individuals become aware of an inconsistency between cognitions, they experience a state of psychological discomfort that motivates them to restore consistency. Factors such as the importance of the cognitions and the magnitude of the discomfort play a role in determining how people restore consistency. Festinger described three primary ways people can reduce dissonance: change a cognition; add new cognitions; or change the importance of the inconsistent cognitions. Many early studies showed that when people are unable to change their behavior, they will change their attitudes to be more in line with the inconsistent behavior. Over the years, CDT has undergone many challenges and revisions. Some revisions focus on the importance of cognitions about the self in the processes by which dissonance motivates attitude change. Others focused on the consequences of the behavior and various cognitive mechanisms that underlie the experience of dissonance. In the early 21st century, research has examined the underlying motivation for dissonance-induced attitude and behavior change, and how people prefer to reduce dissonance once it is present. And, as with the entire field of social psychology, dissonance researchers are also raising concerns about the replicability of classic dissonance effects and focusing their attention on the need to improve the methods the field uses to test predictions going forward.


Cognitive Implications of Bilingualism  

Ellen Bialystok

There has been an enormous expansion during the early 21st century in psychological research on topics relating to bilingualism, paralleling developments in other fields of psychology that investigate the interface between experience and the mind. These issues reflect the view that brains and minds remain plastic and can be modified by experience throughout life. In the case of bilingualism, a central question is whether bilingual experience modifies cognitive systems in general, and more specifically, if it improves cognitive ability and executive functioning. The research has produced contradictory results, in some cases supporting a beneficial effect on cognition and in some cases indicating no effect. Crucially, there is essentially no research that indicates that bilingualism is associated with poorer cognitive outcomes than found for those who are monolingual. Studies showing a positive role for bilingualism on cognitive outcomes have been reported across the life span. Early research with children in the first half of the 20th century concluded that bilingualism was detrimental to children’s intelligence, a claim that has been thoroughly refuted and replaced with evidence identifying specific cognitive processes that are more advanced in bilingual than in monolingual children. A few studies have even reported better attentional control, the foundation of executive functioning, for infants in the first year of life being raised in bilingual homes than for those in monolingual environments. Young adults frequently show no behavioral differences between language groups when performing executive function tasks, but neuroimaging (electrophysiology or brain imaging) consistently indicates that monolinguals and bilinguals use different brain regions and different degrees of effort to perform these tasks. The clearest language group differences, however, occur in older age where evidence for cognitive reserve from bilingualism is found most clearly in the postponement of symptoms of dementia. Therefore, it is necessary to analyze the factors that mediate these effects, notably, the nature of bilingual experience and the details of the cognitive task being used. The conclusion is that bilingualism is complex but there is evidence for a consistent and systematic impact on cognitive systems.


Cognitive Intervention in Older Adults With Mild Cognitive Impairment  

Benjamin Boller and Sylvie Belleville

Individuals with mild cognitive impairment (MCI) experience cognitive difficulties and many find themselves in a transitional stage between aging and dementia, making this population a suitable target for cognitive intervention. In MCI, not all cognitive functions are impaired and preserved functions can thus be recruited to compensate for the impact of cognitive impairment. Improving cognition may have a tremendous impact on quality of life and help delay the loss of autonomy that comes with dementia. Several studies have reported evidence of cognitive benefits following cognitive intervention in individuals with MCI. Studies that relied on training memory and attentional control have provided the most consistent evidence for cognitive gains. A few studies have investigated the neurophysiological processes by which these training effects occur. More research is needed to draw clear conclusions on the type of brain processes that are engaged in cognitive training and there are insufficient findings regarding transfer to activities of daily life. Results from recent studies using new technologies such as virtual reality provide encouraging evidence of transfer effects to real-life situations.


Cognitive Psychology During the Cold War Era, 1955–1975  

Hunter Heyck

The first 30 years after the end of World War II saw marked changes in the discipline of psychology: in ideas and institutions, problems and practices, funders and philosophies. These changes can be grouped together and described as a new, “high modern” style of psychological science, a new style grounded in a new model of “man.” This new model of “man” cast humans as fundamentally forward-looking prediction machines rather than as past-governed stimulus-response machines or creatures of habit, instinct, or drives. According to this view, the past still matters to our decision-making, but in a new way: it informs our expectations—the futures we imagine—rather than determining our behavior or saddling us with half-remembered traumas. From this perspective, we use mental representations of the world to generate predictions about future states of that world, especially states that are contingent upon our actions. Even more, we are finite prediction machines in an infinite world. Our mental representations of the world, therefore, must simplify it, and since we have neither perfect knowledge nor perfect cognitive abilities nor unlimited time, our fundamental state is one of uncertainty. We are problem-solvers that depend upon information to adapt, survive, and thrive, but we live in a world in which that information, and the time necessary to make sense of it, is expensive.


Cognitive Rehabilitation in Mild and Moderate Dementia  

Aleksandra Kudlicka and Linda Clare

The number of people living with dementia is growing, and with limited pharmacological treatment options the importance of psychosocial interventions is increasingly recognized. Cognitive rehabilitation is particularly well placed to address the needs of people living with mild and moderate dementia and their family supporters, as it offers a range of tools to tackle the complexity of the condition. It utilizes powerful approaches of problem solving and goal setting combined with evidence-based rehabilitative techniques for managing cognitive impairments. It also incorporates strategies to address emotional and motivational aspects of dementia that may affect a person’s well-being. It is provided on an individual basis, usually in people’s homes, making it directly applicable to everyday life. It is also genuinely person-centered and flexible as the therapy goals are agreed in a collaborative process between the therapist, person with dementia, and family members. Cognitive rehabilitation does not claim to address underlying pathology, but instead focuses on a person’s functional ability and enjoyment of life. Evidence for effectiveness of cognitive rehabilitation in the context of mild and moderate dementia, mostly Alzheimer’s disease (AD), is gradually accumulating with a number of randomized control trials demonstrating that people with mild and moderate dementia can significantly improve their functioning in targeted areas. For example, the GREAT trial with 475 people with mild to moderate Alzheimer’s, vascular, and mixed dementia completed in 2017 in the United Kingdom demonstrated that cognitive rehabilitation improves everyday functioning in relation to individual therapy goals. There is a growing interest in cognitive rehabilitation and the focus shifts to extending evidence to less-common forms of dementia, particularly in people with non-amnestic presentation. Future efforts need to concentrate on promoting the approach and optimizing application in real-life settings with the aim of maximizing benefits for people living with dementia and their families.


Cognitive Reserve in the Aging Brain  

Michael J. Valenzuela

Cognitive reserve refers to the many ways that neural, cognitive, and psychosocial processes can adapt and change in response to brain aging, damage, or disease, with the overarching effect of preserving cognitive function. Cognitive reserve therefore helps to explain why cognitive abilities in late life vary as dramatically as they do, and why some individuals are brittle to degenerative pathology and others exceptionally resilient. Historically, the term has evolved and at times suffered from vague, circular, and even competing notions. Fortunately, a recent broad consensus process has developed working definitions that resolve many of these issues, and here the evidence is presented in the form of a suggested Framework: Contributors to cognitive reserve, which include environmental exposures that demand new learning and intellectual challenge, genetic factors that remain largely unknown, and putative G × E interactions; mechanisms of cognitive reserve that can be studied at the biological, cognitive, or psychosocial level, with a common theme of plasticity, flexibility, and compensability; and the clinical outcome of (enriched) cognitive reserve that can be summarized as a compression of cognitive morbidity, a relative protection from incident dementia but increased rate of progression and mortality after diagnosis. Cognitive reserve therefore has great potential to address the global challenge of aging societies, yet for this potential to be realized a renewed scientific, clinical, and societal focus will be required.


Cold War Psychology in Eastern Europe  

Julien Kiss

The Cold War took place between 1948 and 1991 and centered on the antagonism between the two great superpowers, the US and the USSR, each with its allies and areas of influence. If the US had a significant influence in the West, the USSR dominated the countries of Eastern Europe. The USSR violently imposed communist totalitarian regimes after the end of the Second World War in the countries behind the Iron Curtain: the German Democratic Republic, Czechoslovakia, Poland, Hungary, Yugoslavia, Romania, Bulgaria and Albania. The psychological traditions consolidated up to that time were in many of these countries eradicated, meaning the restructuring or abolition of higher education, the abolition of scientific societies and journals. Many psychologists with connections to the Western academic world were purged and persecuted. There was the will to build a new socialist psychology, based strictly on Marxist ideology and Pavlovian physiology. Theories or approaches that did not reflect official ideology were forbidden and labeled as bourgeois pseudoscience. Authorities severely punished psychological practice based on such theories. There were similarities between what happened in these countries, especially in the first decade of the imposition of communism. However, after the death of Joseph Stalin, things developed somewhat differently in each country. Although in some places ideological policies in science had a progressive tendency toward liberalization, in other places there was significant negative interferences throughout the communist period. Due to this diversity, it is somewhat challenging to frame the development of psychology in Eastern Europe during the Cold War from a unitary perspective.


Collective Mobilization and Social Protest  

Martijn van Zomeren

The social psychology of collective mobilization and social protest reflects a long-standing interest within this discipline in the larger question of how social change comes about through the exercise of collective agency. Yet, within this very same discipline, different approaches have suggested different motivations for why people protest, including emotional, agentic, identity, and moral motivations. Although each of these approaches first tended toward development of insulated models or theories, the next phase has been more integrative in nature, giving rise to multi-motive models of collective mobilization and social protest that combined predictions from different approaches, which improved their explanatory power and theoretical scope. Together with this first development toward integration, a second development has also clearly left its mark on the field. This development refers to the rapid internationalization of the field, with studies on collective mobilization and social protest being conducted across the world, leading to very diverse participant samples and contextual characteristics. These studies typically also vary methodologically, including survey, experiment, interview, longitudinal, and other methods. This second trend—toward diversity—fits well with the first integrative trend and will lead to more in-depth and integrative understanding of the social-psychological workings of collective mobilization and social protest. However, this will require innovative conceptual and empirical work in order to map the structural (particularly, political and cultural) conditions under which different motivations matter with respect to mobilization and protest.


Common Factors in Psychotherapy  

Julia Browne, Corinne Cather, and Kim T. Mueser

Common factors, or characteristics that are present across psychotherapies, have long been considered important to fostering positive psychotherapy outcomes. The contextual model offers an overarching theoretical framework for how common factors facilitate therapeutic change. Specifically, this model posits that improvements occur through three primary pathways: (a) the real relationship, (b) expectations, and (c) specific ingredients. The most-well-studied common factors, which also are described within the contextual model, include the therapeutic alliance, therapist empathy, positive regard, genuineness, and client expectations. Empirical studies have demonstrated that a strong therapeutic alliance, higher ratings of therapist empathy, positive regard, genuineness, and more favorable outcome expectations are related to improved treatment outcomes. Yet, the long-standing debate continues regarding whether psychotherapy outcomes are most heavily determined by these common factors or by factors specific to the type of therapy used. There have been calls for an integration of the two perspectives and a shift toward evaluating mechanisms as a way to move the field forward. Nonetheless, the common factors are valuable in treatment delivery and should be a focus in delivering psychotherapy.