scholarly journals Correlates of “Coddling”: Cognitive distortions predict safetyism-inspired beliefs, belief that words can harm, and trigger warning endorsement in college students

2022 ◽  
Vol 185 ◽  
pp. 111243
Author(s):  
Jared B. Celniker ◽  
Megan M. Ringel ◽  
Karli Nelson ◽  
Peter H. Ditto
Keyword(s):  
College Students ◽  
Cognitive Distortions

scholarly journals The relationship between cognitive distortions and forgiveness in romantic relationships

2015 ◽  
Vol 12 (1) ◽  
pp. 1338
Author(s):  
Gökçen Aydın ◽  
Nasibe Kandemir Özdinç ◽  
Meral Aksu
Keyword(s):  
College Students ◽  
Romantic Relationships ◽  
Romantic Relationship ◽  
Cognitive Distortions ◽  
Demographic Data ◽  
Future Research ◽  
State University ◽  
Purposeful Sampling ◽  
Self Forgiveness ◽  
The Relationship

The purpose of the present study was to find out the relationship between cognitive distortions and forgiveness in romantic relationships of college students. The sample of the study was 340 college students who have a romantic relationship at a state university in Turkey. The purposeful sampling method was carried out in this correlational study. In order to collect data, three instruments were utilized: Interpersonal Cognitive Distortions Scale (ICDS), Heartland Forgiveness Scale and Demographic Data Form. The scales were put online to survey.metu.edu.tr and students having a romantic relationship were asked to complete the scale. In the present study, canonical correlation was conducted through SPSS 22 statistical package for data analysis in order to assess the relationship between two sets of variables: “Interpersonal Rejection”, “Unrealistic Relationship Expectation” and “Interpersonal Misperception” are the subscales of interpersonal cognitive distortions on one set and “Forgiveness of Self”, “Forgiveness of Others” and “Forgiveness of Situations” are the subscales of forgiveness on the other set. The study was significant because it might fill the gap in the literature and counseling field in terms of finding the relationship between two sets of variables to give a light to possible predictors in future research studying romantic relationships.

scholarly journals Correlates of “Coddling”: Cognitive Distortions, Believing Words Can Harm, and Intuitive Thinking Predict Safetyism Beliefs

2021 ◽  
Author(s):  
Jared Celniker ◽  
Megan Ringel ◽  
Karli Nelson ◽  
Peter Ditto
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Empirical Work ◽  
Psychological Predictors ◽  
American Mind ◽  
Emotional Reasoning ◽  
Intuitive Thinking ◽  
Large N ◽  
The Relationship ◽  
Trigger Warnings

In their book, The Coddling of the American Mind, Lukianoff and Haidt (2018) contend that the rise of “safetyism” – cultures that treat safety as a sacred value – is hindering college students’ socioemotional development. One of their most controversial claims was that college students’ safetyism beliefs are rooted in and supported by cognitively distorted thinking (e.g., emotional reasoning). However, no empirical work has substantiated an association between cognitive distortions and safetyism beliefs. In a large (N = 786), ethnically and economically diverse sample of college students, we conducted the first examination of the relationship between these variables. Aligning with Lukianoff and Haidt’s assertions, we found that students’ self-reported prevalence of cognitive distortions positively predicted their endorsement of safetyism beliefs, even when controlling for other relevant demographic and psychological predictors. The belief that words can harm and intuitive thinking were also robust, positive predictors of safetyism beliefs. Considering our results, we argue that greater empirical scrutiny of safetyism-inspired practices (e.g., broad use of trigger warnings) is warranted before such customs become more widely adopted.

Cognitive Distortions, Coping Behavior, and Depression in College Students

1982 ◽  
Vol 30 (6) ◽  
pp. 279-283 ◽  
Author(s):  
Nancy J. Warren ◽  
Jayne E. Stake ◽  
Daphne C. McKee
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Coping Behavior

scholarly journals Reliability and Validity of the Chinese Version of the Cognitive Distortions Questionnaire (CD-Quest) in College Students

2020 ◽  
Vol 26 ◽  
Author(s):  
Liju Qian ◽  
Li Liu ◽  
Min Chen ◽  
Shanmei Wang ◽  
Zhongchang Cao ◽  
...  
Keyword(s):  
College Students ◽  
Cognitive Distortions ◽  
Reliability And Validity ◽  
Chinese Version

The Relationship of Cognitions, Assertion, and Anger Arousal

1990 ◽  
Vol 4 (4) ◽  
pp. 369-376 ◽  
Author(s):  
J. Scott Mizes ◽  
Glen D. Morgan ◽  
Jane Buder
Keyword(s):  
College Students ◽  
Social Skills ◽  
Cognitive Distortions ◽  
A Priori ◽  
Cognitive Distortion ◽  
Self Report ◽  
Anger Arousal ◽  
Social Skills Deficits ◽  
Relationship Of ◽  
The Relationship

Several recent conceptualizations of anger have emphasized the importance of cognitive mediating processes. While there have been a few investigations showing correlations between cognitive distortion and anger, they have suffered methodological shortcomings. Anger difficulties have also been related to social skills deficits. The association has been inferred mainly through assertion treatment studies which usually show improvement in anger difficulties. There have been few studies examining an a priori relationship between assertion deficits and anger. The current correlational study of college students examined the relationship between self-report measures of general cognitive distortion, assertion-specific cognitive distortion, assertion, and anger difficulties. General cognitive distortion, though not assertion or assertion-related cognitions, was found to be related to anger. Moreover, hypotheses regarding which general cognitive distortions would be related to anger were largely supported. Implications of these findings are discussed.

scholarly journals The Effects of Dichotomous Thinking on Depression in Japanese College Students

2021 ◽  
Vol 11 (1) ◽  
pp. 28
Author(s):  
Takeyasu Kawabata ◽  
Naohiko Abe ◽  
Takafumi Wakai
Keyword(s):  
College Students ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Cognitive Distortions ◽  
Japanese Version ◽  
Associative Processing ◽  
Equation Modelling ◽  
Dichotomous Thinking ◽  
Distress Scale ◽  
Reflective Processing

The purpose of this study was to explore the effect of dichotomous thinking on depression. We attempted to test the following hypotheses: 1) dichotomous thinking increases depression, and 2) dichotomous thinking has two routes to increase depression—direct, associative processing, and indirect, reflective processing. Two hundred Japanese college students (Males: 107, Females: 93, M age= 20.02 ± 1.42) were asked to complete the Dichotomous Thinking Inventory, which consists of three subscales: dichotomous belief, profit-and-loss thinking, and preference for dichotomy; the Kessler 6 Distress Scale; and the Japanese version of the Rumination-reflection Questionnaire. We conducted structural equation modelling to test the hypotheses. The results supported the hypotheses and indicated that dichotomous thinking increased depression. There were two different routes: dichotomous belief directly increased depression and profit-and-loss thinking indirectly increased depression by way of rumination. There are some implications of the findings. This study suggests that cognitive distortions might causes depression from two paths and practical interventions might also have two different routes or approaches to depression.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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