scholarly journals “Lay beliefs about phobias” 25 years later: Conceptually Replicating and Extending Furnham (1995), on the Treatment of Phobias, in 2020

2021 ◽  
Author(s):  
Matthew J. Bolton ◽  
Angela Lazzaro

Following a change in the professional atmosphere over the last several decades, there has been mounting interest in furthering clinical understandings of client and layperson preferences within psychotherapy. Curious about lay beliefs about phobias in particular, we sought to replicate a 1995 study by Adrian Furnham in order to examine how beliefs by laypersons regarding phobias have changed in the 25 years from 1995 to 2020. Situating our results against a backdrop of research suggesting that people prefer therapist directivity, we find not only that that psychotherapy preferences have changed since 1995 but that in 2020, there is support for a gentler, more relational approach to psychotherapy and behavioral change. While people do indicate a desire for directivity and therapeutic techniques provided by the therapist, there is an indication in our data that they wish for these to be positive and blended with less directive methods, as seen in person-centered therapy approaches.

2012 ◽  
Author(s):  
Jessica L. Siegel ◽  
Michael S. Christian ◽  
Adela S. Garza ◽  
Aleksander P. J. Ellis

2008 ◽  
Author(s):  
Michaela Huber ◽  
Leaf Van Boven ◽  
Joshua A. Morris

2020 ◽  
Vol 2 (4) ◽  
pp. 39
Author(s):  
Carla C. Van de Sande

If you don’t use it, you lose it. School breaks, during which students do not regularly participate in instruction, can therefore have negative consequences on learning. This is especially true for mathematics learning since skills build progressively on earlier materials. How can we bridge these gaps in formal instruction? The Keeping in School Shape (KiSS) program is a mobile, engaging, innovative, and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills. Founded on learning theory and designed on a model of behavioral change, the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break. After rating their confidence in solving the daily problem students receive feedback and a solution. This study explores measures of participation, accuracy, and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States. Results indicate that careful attention should be paid to the construction of the first few days of the program, and that encouragement, additional resources for review and practice, and an increased breadth of problem difficulty may improve participation.


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