Showing papers on "Situational ethics published in 2010"
TL;DR: Situational strength pertains to the idea that various characteristics of situations have the ability to restrict the expression and, therefore, the criterion-related validity of individual differences as discussed by the authors.
487 citations
TL;DR: This article examined college students' use of online media for political purposes in the 2008 election and found significant positive relationships between attention to traditional Internet sources and political self-efficacy and situational political involvement.
Abstract: This study examined college students' use of online media for political purposes in the 2008 election. Social media attention, online expression, and traditional Internet attention were assessed in relation to political self-efficacy and situational political involvement. Data from a Web survey of college students showed significant positive relationships between attention to traditional Internet sources and political self-efficacy and situational political involvement. Attention to social media was not significantly related to political self-efficacy or involvement. Online expression was significantly related to situational political involvement but not political self-efficacy. Implications are discussed for political use of online media for young adults.
420 citations
TL;DR: The authors suggests that education researchers and policy makers may be overestimating the role of personal qualities in their quest to understand teaching quality, focusing too much on the characteristics of teachers themselves, overlooking situational factors that may have a strong bearing on the quality of the teaching practices we see.
Abstract: Social psychologists are persuaded that researchers as well as laymen tend to overestimate the influence of personal traits and underestimate the influence of situations on observed behavior. The author of this article suggests that education researchers and policy makers may be overestimating the role of personal qualities in their quest to understand teaching quality. In their effort to understand classroom-to-classroom differences in student learning, they may focus too much on the characteristics of teachers themselves, overlooking situational factors that may have a strong bearing on the quality of the teaching practices we see. The author reviews some of these situational forces.
284 citations
TL;DR: The results imply that behavioral consistency in daily life stems from multiple sources, including situation selection and the distinctive influence of personality, and further suggest that tools for situational assessment such as the RSQ can have wide utility.
Abstract: A new method for assessing situations is employed to examine the association between situational similarity, personality, and behavioral consistency across ecologically representative contexts. On 4 occasions across 4 weeks, 202 undergraduate participants (105 women, 97 men) wrote descriptions of a situation they had experienced the previous day. In addition, they rated its psychological features using the recently developed Riverside Situational Q-Sort (RSQ) Version 2.0 (Wagerman & Funder, 2009) and their behavior using the Riverside Behavioral Q-Sort (RBQ) Version 3.0 (Funder, Furr, & Colvin, 2000; Furr, Wagerman, & Funder, 2010). Independent judges also rated the situations using the RSQ, on the basis of the participants' written descriptions. Results indicated (a) participants' ratings of their behavior were impressively consistent across the 4 situations; (b) the 4 situations experienced by a single participant tended to be described more similarly to each other than to situations experienced by different participants; (c) situational similarity, especially from the individual's own point of view, strongly predicted behavioral consistency; and (d) personality characteristics predicted behavioral consistency even after controlling for situational similarity. Relatively consistent persons described themselves as ethically consistent, conservative, calm and relaxed, and low on neuroticism. These results imply that behavioral consistency in daily life stems from multiple sources, including situation selection and the distinctive influence of personality, and further suggest that tools for situational assessment such as the RSQ can have wide utility.
187 citations
TL;DR: This paper found that regulatory focus induced by situational cues (such as the framing of a task or incentive schemes) influences people's likelihood to cross ethical boundaries, thus providing evidence for compensatory ethics.
Abstract: In four laboratory studies, we find that regulatory focus induced by situational cues (such as the framing of a task or incentive schemes) influences people’s likelihood to cross ethical boundaries. A promotion focus leads individuals to be more likely to act unethically than a prevention focus (Studies 1, 2, and 3). These higher levels of dishonesty are explained by the influence of a person’s induced regulatory focus on his or her behavior toward risk. A promotion focus leads to risk-seeking behaviors, while a prevention focus leads to risk avoidance (Study 3). Through higher levels of dishonesty, promotion focus also results in higher levels of virtuous behavior (Studies 2 and 3), thus providing evidence for compensatory ethics. Our results also demonstrate that an organization’s framing of ethics influences individuals’ ethical behavior and does so differently depending on an individual’s induced regulatory focus (Study 4).
170 citations
TL;DR: Examination of how technical language violations and deviations from etiquette norms affect a recipient's perceptions of an e-mail sender's conscientiousness, intelligence, agreeableness, extraversion, affective trustworthiness, and cognitive trustworthiness reveals that participants formed negative perceptions of the sender of an E-mail containingTechnical language violations.
Abstract: Computer-mediated communication, such as e-mail, facilitates cross-cultural interactions by enabling convenient communication. During these exchanges, the absence of contextual or situational information may cause e-mail recipients to form dispositional explanations for behavior that might in fact be driven by unseen situational constraints. To gain insight into the manner in which e-mail recipients explain behavior, the authors conducted an experiment examining how technical language violations (i.e., spelling and grammatical errors) and deviations from etiquette norms (i.e., short messages lacking a conversational tone) affect a recipient's perceptions of an e-mail sender's conscientiousness, intelligence, agreeableness, extraversion, affective trustworthiness, and cognitive trustworthiness. This study also investigated whether the effects of technical and etiquette language violations depend on the availability of information indicating the e-mail sender is from a foreign culture. Results reveal that participants formed negative perceptions of the sender of an e-mail containing technical language violations. However, most of these negative perceptions were reduced when participants had situational information indicating that the e-mail sender was from a different culture. Conversely, negative attributions stemming from etiquette violations were not significantly mitigated by knowledge that the e-mail sender was from a foreign culture.
136 citations
TL;DR: In this article, the authors focus on the interaction of honesty,humility, and situational conditions in bringing people to the same conclusion, and propose a model to study the impact of honesty and Humility on person-situation interactions.
Abstract: Person–situation interactions have attracted researchers’ attention for decades. Likewise, the current work focuses on the interaction of honesty–humility and situational conditions in bringing abo...
124 citations
TL;DR: In this paper, the authors argue that the major question is not about what leaders value, but rather whether their ethical values are regularly reflected in behavioral patterns across situations and situational challenges.
Abstract: Ethical scandals in business have led to calls for more ethical or moral leadership. Yet, we still know very little about what characterizes ethical leadership and what its positive consequences actually are. We argue that the major question is not about what leaders value, but rather whether their ethical values are regularly reflected in behavioral patterns across situations and situational challenges. To address this, we have begun to build the Ethical Leadership Behavior Scale, which is based on behaviors reflecting concrete manifestations of ethical values (e.g., fairness, respect) across occasions and situational barriers. A study with 592 employees of 110 work units in two departments provided a first test of this scale and demonstrated that the level of ethical leadership behavior predicts important work-related attitudes (job satisfaction, work engagement, affective organizational commitment) and outcomes (health complaints, emotional exhaustion, absenteeism).
113 citations
TL;DR: In this article, a group of Form 1 (Grade 7) Hong Kong Chinese students were given two lessons characterized by different interaction patterns, and the two lessons were videotaped for analysis, which showed that teacher strategy is a major determinant of student reticence in classrooms, but it is not the sole factor.
Abstract: Reticence is a common problem faced by ESL/EFL teachers in classrooms, especially in those with mainly Asian students. The willingness to communicate model of MacIntyre, Clement, Dornyei, and Noels (1998. ‘Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation’. The Modern Language Journal 82/4: 545–62.) postulates that willingness to speak is determined not only by learners themselves but also by the situation they are in, suggesting that situational variables such as topic and participants should be included in the investigation. This paper aims to examine whether teacher interaction strategy could be one of the factors triggering student reticence in classrooms. A group of Form 1 (Grade 7) Hong Kong Chinese students were given two lessons characterized by different interaction patterns. The two lessons were videotaped for analysis. The results show that teacher strategy is a major determinant of student reticence in classrooms, but it is not the sole factor. Pedagogical factors such as lesson objectives and task type were also found to influence a teacher's classroom-based interaction strategy decision making.
84 citations
Journal Article•
TL;DR: In this article, a critical test of the "strong personality" aspect of the proactive personality construct is provided by assessing the extent to which one situational constraint, job autonomy, influences the relationship between proactive personality and job performance.
Abstract: As organizations attempt to cope with more dynamic competitive environments, there has been a growing interest in workers who are not only cooperative, but who are self-starting and proactive in helping their organizations function more effectively (Chan, 2000; Crant, 2000). Indeed, the competitive advantage and success of organizations is thought to be increasingly dependent upon personal initiative and proactive behavior (Crant, 2000; Fuller et al., 2007; Seiling, 2001). As a result, more and more organizations are beginning to hold employees accountable for behavior that contributes to constructive improvement in the workplace (Seiling, 2001). Griffin et al. (2007) note that work performance is no longer considered as simply completing required tasks proficiently and broader meanings of work performance are being examined. Consequently, a growing stream of research has focused upon gaining a greater understanding of people with "proactive" personalities. According to Rank, Pace, and Frese (2004), the trait components of personal initiative are captured by the "proactive personality" construct (Bateman and Crant, 1993). A person who has a proactive personality is "one who is relatively unconstrained by situational forces and who effects environmental change" (Bateman and Crant, 1993: 105). People with proactive personalities seek out opportunities to improve things, take action, and tend to "persevere until they bring about meaningful change" (Seibert et al., 1999: 417). People who are less proactive do not show personal initiative and do not identify or act upon opportunities to produce constructive change. Accordingly, people with proactive personalities tend to engage in constructive, change-oriented behavior and create situations that facilitate high job performance (Crant, 1995). Empirical investigations of the criterion validity of the proactive personality scale indicate that proactive personality is positively related to proactive behavior (e.g., Kammeyer-Mueller and Wanberg, 2003; Seibert et al., 2001 ; Thompson, 2005) and job performance (e.g., Crant, 1995; Pitt et al., 2002; Thompson, 2005). From a practical and theoretical perspective, the proactive personality construct is appealing and unique, in part, because it is what Locke and Latham (2004) call a "strong personality" trait. According to Locke and Latham, strong personalities are traits that "should be less constrained by situations than weak ones" (2004: 395). However; no research has examined the extent to which "situational forces," such as job autonomy, might enhance or attenuate the positive relationship between proactive personality and job performance. This is unfortunate because in Bateman and Crant's (1993) original article, there was a call for research to assess the extent to which "situational strength" influences manifestations of a proactive personality. Consequently, there has yet to be a complete critical evaluation of the proactive personality construct, and prior findings indicating a positive relationship with proactive behavior and performance "should be considered incomplete" (Thompson, 2005: 1016). Because part of the appeal of a trait-based measure of personal initiative is that it captures a tendency to persevere in enacting environmental change even when laced with substantial obstacles, an examination of the extent to which situational constraints suppress or reduce the performance of people with proactive personalities appears to be long overdue. Although Chan (2006) finds that the relationship between proactive personality and job performance was influenced by the individual's situational judgment effectiveness, this study differs from Chan's research in that it assesses a characteristic of the work environment as a moderator rather than a characteristic of the individual as a moderator. In short, the purpose of this study is to provide the first critical test of the "strong personality" aspect of the proactive personality construct by assessing the extent to which one situational constraint,job autonomy, influences the relationship between proactive personality and job performance. …
83 citations
TL;DR: This article investigated the relationship between social/situational and cultural factors and native and non-native speakers' requesting behavior and examined whether the requestive strategies of English native speakers and of Greek ESL learners follow a similar trend across different social situations.
TL;DR: In this paper, a structural equation modeling analysis revealed that convenience of complaining and expectation of resultant benefits, consumers' attitude toward complaining, consumer involvement with a dining experience (e.g., dining on a special occasion and expensive food), and perceived self-importance, are factors associated with the likelihood of engaging in complaining behavior.
Abstract: This study developed and tested a model to investigate the effects of situational and individual differences on consumers' propensity to complain in a restaurant setting. A structural equation modeling analysis revealed that convenience of complaining and expectation of resultant benefits, consumers' attitude toward complaining, consumer involvement with a dining experience (e.g., dining on a special occasion and expensive food), and perceived self‐importance, are factors associated with the likelihood of engaging in complaining behavior. Theoretical and managerial implications of the results of the study are discussed in detail.
TL;DR: In this article, positive and virtue ethics are introduced to sport and performance psychology ethical literature as an additional resource, and advice for managing the issues of multiple relationships (including boundaries and dual agency), confidentiality, and self-regulation are provided.
Abstract: Ethical principles developed for clinical/counseling psychologists are a useful, but incomplete, guide for sport and performance psychology (SPP) practitioners. Positive and virtue ethics are introduced to the SPP ethical literature as an additional resource. Positive ethics focus on practitioners’ reaching their fullest potential rather than avoiding risk (Knapp & VanDeCreek, 2006). Virtue ethics emphasize the character of the professional rather than situational variables (Newman, Robinson-Kurpius, & Fuqua, 2002). The context in which SPP practice occurs is described and commonly resulting ethical dilemmas are identified. The aspects of SPP context explored are: the domain of performance, SPP settings, SPP interventions, and expectations. The ethical issues discussed are: multiple relationships (including boundaries and dual agency), confidentiality, and self-regulation. Drawing from positive and virtue ethics as well as small community and military psychology, advice for managing the issues is provided. The inclusion of character and fitness requirements in training programs is explored to address the selfgovernance necessitated by the professional isolation of SPP practitioners. Suggestions for future professional practice and research are offered.
TL;DR: In this paper, a questionnaire using a scenario method and manipulating the situational deterrence variables of the certainty and severity of sanctions was administered to 536 undergraduate university students, and Tobit regression results indicated that both situational perceptions of costs and benefits, and academic self-efficacy were significant predictors of intentions to engage in plagiarism.
Abstract: Research on the causes of student misconduct in higher education has largely overlooked the values of integrating individual and situational perspectives to structure empirical examinations. Such research has important implications for the prevention and management of academic misconduct by higher education institutions. In this study, perceptual deterrence (Piquero and Pogarsky, 2002; Stafford and Warr, 1993) and self-efficacy (Bandura, 1997) theories were adopted to model the impact of situational factors and individual differences on students' intentions to engage in plagiarism. A questionnaire using a scenario method and manipulating the situational deterrence variables of the certainty and severity of sanctions was administered to 536 undergraduate university students. Analysis of covariance results indicated that the objective manipulations of the certainty and severity of sanctions had no effect on intentions to engage in plagiarism. However, Tobit regression results indicated that both situational perceptions of costs and benefits, and academic self-efficacy were significant predictors of intentions to engage in plagiarism. Furthermore, academic self-efficacy was found to moderate the effects of deterrence perceptions on intentions to engage in plagiarism. The results highlight the significance of the interaction between situational and individual characteristics on decisions to engage in deviant behaviour. Implications for the management of misconduct in higher education institutions are discussed.
TL;DR: This paper investigated the effectiveness of a new technique for reducing automatic biases rooted in attribution theory, the Situational Attribution Training Technique (SAT), which aims to circumvent the well-documented tendency for individuals to be overly reliant on dispositional attributions when perceiving negative stereotype-consistent behaviors performed by outgroup members.
TL;DR: Using conjunctive analysis of case configurations and the National Crime Victimization Survey, this paper explored the situational contexts of violence against Hispanics most and least often reported to the police and compared situational contexts among Hispanic, non-Hispanic White and non- Hispanic Black victims.
TL;DR: Although researchers have examined the situational demands that conventional environments place on leadership, the demands that highly dangerous environments impose on leadership have been much more les... as mentioned in this paper, and the demands imposed on leadership has been much les
Abstract: Although researchers have examined the situational demands that conventional environments place on leadership, the demands that highly dangerous environments impose on leadership have been much les...
Book•
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21 Mar 2010
TL;DR: This book discusses the praxis of Christian love in a pluralist age and the subject in medieval theologies of love.
Abstract: Preface Chapter 1: Horizons of love Chapter 2: Biblical challenges to a theology of love Chapter 3: Augustine's theology of divine love Chapter 4: The subject in medieval theologies of love Chapter 5: Love as agape: A Protestant paradigm Chapter 6: Love and desire: Catholic perspectives Chapter 7: Institutions of love: Rethinking family, friendship, and community Chapter 8: Bodies of love: Sexuality, sacrifice and self-giving Chapter 9: The praxis of Christian love in a pluralist age Chapter 10: The politics of love: Human and divine love Bibliography Indices.
Journal Article•
TL;DR: In this article, the authors report on the findings of a scoping study on whether a theory of moral action and crime causation could provide a framework for understanding the causes of terrorism, organizing current knowledge, and outlining a systematic research agenda.
Abstract: We report on the findings of a scoping study. Our remit was to establish whether a theory of moral action and crime causation—specifically, Situational Action Theory—could provide a framework for understanding the causes of acts of terrorism, organising current knowledge, and outlining a systematic research agenda. This study is the first step towards realising such a program. We argue that, with Situational Action Theory, the "winning hearts and minds" strategy gets its scientific framework.
TL;DR: In this article, the authors examined building industry professionals' ethical ideologies with a view to understand their ethical behaviour in professional practice and found that situationism is the dominant ethical ideology of professionals in the industry.
Abstract: In recent years, Nigeria is often cited in the international media in connection with corruption and other unethical practices. The professionals in the Nigerian building industry are not immune from the perceived national trend in ethical erosion. Moral philosophy or ethical ideology has been used to explain individuals' reasoning about moral issues and consequent behaviour. This study examines building industry professionals' ethical ideologies with a view to understanding their ethical behaviour in professional practice. In carrying out this investigation, building professionals in clients' organisations, contracting and consultancy organisations within the industry were asked to respond to the Ethics Position Questionnaire (EPQ) designed by Forsyth in order to determine their idealism and relativism level. Subsequently, they were classified into one of four groups, representing different ethical ideologies. The result indicates that the dominant ethical ideology of building industry professionals is situationism. The study predicts that the attitude of building industry professionals in practice, given the current socio-political and economic situation of Nigeria would possibly be unethical because of the extreme influence situational factors have on their behaviour. This finding is a bold step and necessary benchmark for resolving ethical issues within the industry and should be of interest to policy makers. It is also useful for intra professional ethical comparison.
TL;DR: In this article, an in-depth examination of ethical relativism and ethical absolutism is presented, concluding with a discussion of which research implications warrant further investigation, and a clear distinction needs to be made between ethical and situational relativity.
Abstract: Purpose – The constructs of relativism and absolutism have a significant role to play in the development of ethical theory; however, they are commonly simplified in their depictions and are philosophically more complex than we give them credit for. The purpose of this paper is to undertake an in‐depth examination of ethical relativity and ethical absolutism before concluding with a discussion of which research implications warrant further investigation.Design/methodology/approach – A descriptive, historical, anthological approach has been taken.Findings – Ethical relativism is regrettably subject to a proliferation of related terminology and, in many instances with different meanings ascribed to similar terms. In addition, ethical relativity appears to attract different research perspectives that are heavily dependent on their academic origins. A clear distinction needs to be made between ethical and situational relativity. It is suggested that relativism is present in the process of moral justification a...
Book•
02 Jun 2010
TL;DR: An in-depth, observational study of electronic current awareness use within a large London law firm found that selection, re-aggregation and forwarding of information by multiple actors gives rise to a complex sociotechnical distribution network.
Abstract: Current awareness services are designed to keep users informed about recent developments based around user need profiles. In organisational settings, they may operate through both electronic and social interactions aimed at delivering information that is relevant, pertinent and current. Understanding these interactions can reveal the tensions in current awareness dissemination and help inform ways of making services more effective and efficient. We report an in-depth, observational study of electronic current awareness use within a large London law firm. The study found that selection, re-aggregation and forwarding of information by multiple actors gives rise to a complex sociotechnical distribution network. Knowledge management staff act as a layer of ''intelligent filters'' sensitive to complex, local information needs; their distribution decisions address multiple situational relevance factors in a situation fraught with information overload and restrictive time-pressures. Their decisions aim to optimise conflicting constraints of recall, precision and information quantity. Critical to this is the use of dynamic profile updates which propagate back through the network through formal and informal social interactions. This supports changes to situational relevance judgements and so allows the network to 'self-tune'. These findings lead to design requirements, including that systems should support rapid assessment of information items against an individual's interests; that it should be possible to organise information for different subsequent uses; and that there should be back-propagation from information consumers to providers, to tune the understanding of their information needs.
Journal Article•
12 Jul 2010
TL;DR: For instance, Turner et al. as mentioned in this paper pointed out that the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal was either manifested or communicated to students.
Abstract: Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.
01 Jan 2010
TL;DR: In this paper, the authors present a Table of Table of Contents of the paper "Acknowledgements and acknowledgements of the authors of this paper: https://www.theguardian.com
Abstract: ............................................................................................................................................................ 4 Acknowledgements ............................................................................................................................................ 6 Table of
TL;DR: Acceptance and commitment therapy (ACT) as discussed by the authors is a behavioral treatment based on the Relational Frame Theory (RFT) that is used to address psychological inflexibility, which is defined as the tendency of human beings to live in a world excessively structured by literal language.
Abstract: Acceptance and commitment therapy (ACT) is a novel acceptance/mindfulness-based behavioral treatment that has been increasing in popularity in recent years. A detailed description of ACT theory and technique is beyond the scope of the current article, and thus it will only be summarized briefly here. Readers are referred to other books and articles that provide more detailed descriptions (Hayes, 2004a, 2004b; Hayes, Barnes- Holmes, & Roche, 2001; Hayes, Luoma, Bond, Masuda, & Lillis, 2006; Hayes & Strosahl, 2004; Hayes, Strosahl, & Wilson, 1999). ACT stems from a philosophy of radical behaviorism. The approach itself is rooted in a specific theoretical model, called Relational Frame Theory (RFT) (Hayes et al., 2001), which was developed to provide an updated behavior analytic account of language that expands upon the previous work of B. F. Skinner. In general, ACT can be described as combining acceptance and mindfulness strategies with overt behavior change efforts to improve what its creators call psychological flexibility (Hayes et al., 1999). Psychological flexibility is defined as "the ability to contact the present moment more fully as a conscious human being, and to either change or persist when doing so serves valued ends" (Hayes, Strosahl, Bunting, Twohig, & Wilson, 2004, p. 5). In other words, healthy psychological functioning is proposed to be related to a person's ability to adaptively respond to changing environmental contingencies. In contrast, psychological inflexibility or rigidity is theorized to be the result of what ACT calls cognitive fusion and experiential avoidance. Cognitive fusion is defined as "the tendency of human beings to live in a world excessively structured by literal language" (Strosahl, Hayes, Wilson, & Gifford, 2004, p. 39). For example, when a person is fused with a thought ("I am depressed"), he/she is experiencing that thought literally ("I" = "depression"). This cognitive fusion permits the literal content of thinking to dominate over a person's behavior ("I can't go to work today because I am depressed"). Cognitive fusion also fosters experiential avoidance, which is defined as "the attempt to escape or avoid the form, frequency, or situational sensitivity of private events, even when the attempt to do so causes psychological harm (Hayes et al., 2004, p. 27). When engaged in experiential avoidance, the person attempts to avoid or suppress undesirable private material such as thoughts, memories, emotions, and bodily sensations as if they were inherently harmful, even though doing so can paradoxically worsen these problems in the long-run (Wenzlaff & Wegner, 2000). The co-processes of fusion and experiential avoidance result in the narrowing of a person's behavioral repertoire (i.e., psychological inflexibility), which is believed to lead to and maintain a wide spectrum of psychopathological behaviors. ACT targets six core processes for psychological flexibility: promoting acceptance of distressing internal experiences, fostering cognitive de- fusion so the literal content of thought does not dominate over a person's behavior, practicing awareness of ongoing experience in the present moment, establishing a stable sense of self that is broader than merely its evaluative content, developin g personal valued life directions to guide behavior, and committing to actions that are consistent with these personally chosen values. Various psychotherapeutic techniques, many of which are inspired by or borrowed from other approaches to psychotherapy (e.g., humanistic, gestalt), are used to address psychological inflexibility. In particular, ACT makes heavy use of metaphors, logical paradoxes, and experiential exercises, as well as more traditional behavioral techniques (e.g., behavioral activation, exposure). The goal of these strategies is to improve psychological flexibility by fostering acceptance of internal states of distress and cognitive defusion from problematic language-based processes. …
TL;DR: In this article, a questionnaire that measured their self-construals and then responded to alarms programmed to ring randomly once every 2 hours, 7 times a day, for 12 days.
Abstract: Thirty-one Chinese/Canadians completed a questionnaire that measured their self-construals and then responded to alarms programmed to ring randomly once every 2 hours, 7 times a day, for 12 days. E...