Spanish Adaptation of the Experiential Approach Scale (EAS)

Psychological inflexibility is a transdiagnostic dimension associated to psychological distress and poor mental health and quality of life. While multiple instruments have been developed for the assessment of patterns of inflexible responding to aversive private events (e.g., unwanted cognitions and emotions), the Experiential Approach Scale (EAS) is the first instrument specifically designed to assess inflexible responding to appetitive private events (e.g., desired affective states). In this study, we explored the factor structure, internal consistency, and convergent validity of a Spanish adaptation of the EAS with a convenience sample of college students from Spain (n = 206; 79% female). A two-factor solution demonstrated very good fit to the data and was similar to the original two-subscale EAS structure: Anxious Clinging and Experience Prolonging. The scale showed adequate overall (α = 0.85) and subscale (αs: 0.90 and 0.89) internal consistency. Unlike the original instrument, both subscales were uncorrelated. Anxious Clinging correlated positively with experiential avoidance and with measures of negative affect and psychopathology, and negatively with positive affect, subjective happiness, and life satisfaction. In turn, Experience Prolonging correlated negatively with psychopathology and positively with positive affect, subjective happiness, and life satisfaction. Our results point to Anxious Clinging as the only EAS subscale contributing to psychological inflexibility.

Forensic investigative issues in a fireworks production factory explosion

Since their discovery in ancient China, fireworks rapidly spread throughout the world, where they have always been used to celebrate either popular or private events. Their use is nonetheless related to several risks, especially within production factories, since several injuries or even death can occur following an accidental ignition. In cases of major disasters related to fireworks explosions, stating the accidental or intentional nature of the event might prove challenging, thus raising the need of a multidisciplinary approach. In this regard, we here discuss the case of an accidental explosion that occurred in a fireworks production factory, accountable for five deaths and two hospitalisations.

Healthy selfing: Theoretically optimal environments for the development of tacting and deictic relational responding

From a relational frame theory perspective, our sense of self is a by-product of language that arises from transformation of stimulus functions through relational framing of our own responding. In this way, selfing is an important action that allows us to clarify our needs, wants, and what matters to us. Tacting and deictic relational responding are two processes that are instrumental to the development of a healthy selfing repertoire. This paper provides an overview of tacting and deictic relational responding in accordance with relational frame theory in addition to features of an optimal environment for shaping these processes. In terms of tacting, it is important to consider learning environment sensitivity, consequence availability, the individual’s experience, and to facilitate rich discussions of private events. In terms of deictic relational responding, it is important to provide frequent interactions that contain multiple exemplars of distinctions between self and others in addition to rich discussions of private events while also tailoring to the individual when drawing from training protocols. We conclude with a brief overview of the current evidence base regarding the identified features.

The Relevance of Metaphysics to Behavior Analysis

Behavior analysis takes a natural science approach to human and animal behavior. Some basic tenets are widely agreed in the field but it can be argued that some other assumptions are implicit in our approach and, if unexamined, may impair progress. Since the time of David Hume, there has been a strong Western philosophical tradition of naturalism and realism. Although behavior analysis has from the outset embraced pragmatism, features of naturalism are embedded in the metaphysics of science and thus have been imported into behavior analysis. Many versions of naturalism imply dualism, but this can be avoided without abandoning a naturalist–realist position either by adopting the historicist approach of Rorty, which suggests that apparently a priori truths are often merely conventions of a philosophical tradition, or by accepting Wittgenstein’s view that there are hinge statements that are fundamental to our thinking but are not propositional beliefs and do not entail dualism. As an alternative, we can adopt the metaphysical assumptions of monism, possibly starting from William James’s approach of neutral monism. Revising our metaphysical assumptions while retaining the pragmatism that is central to behavior analysis may enable us to engage more effectively with cognitive psychology, to develop stronger links with ecological psychology and other approaches that reject representationalism, and to move beyond the debate about the status of private events.

THE IMPLEMENTATION OF PESANTREN EDUCATION SYSTEM IN STUDENT INDEPENDENT LEARNING AT AR ROMMEL DORMITORY PESANTREN DARUL ULUM JOMBANG

The purpose of this study is to describe the Implementation of the Islamic Boarding School Education System in the Self-Reliance of Santri in Learning at the Ar Rommel Boarding House at the Darul Islamic Boarding School ‘Ulum Peterongan Jombang. This study aims to find out information about the pesantren education system in Ar Rommel's Dormitory. This research is a qualitative research,). Data collection techniques in this study was direct observation, interviews, and documentation. The results showed that: (1) The existence of Pesantren education system in Ar Rommel dormitory is reading a yellow book, recitation (fasholatan, istighosah, and surah in the Qur'an), reading the Qur'an. (2) the student independence is not merely assessed from their learning, but in the spirit of independence, including the category of independence such as increasing self-confidence (3) Implementation of supporting factors in the pesantren education system at the Ar Rommel dormitory, are responsibility and togetherness, teachers (asatidz ) comes on time. Furthermore, the implementation of the inhibiting factors of the pesantren education system in this dormitory is students who are late to join the teaching and learning process and teachers (asatidz) who cannot participate in teaching activities due to private events. Keywords: Islamic Boarding School Education System, Santri Independence Learning