The COVID-19 Pandemic-Related Irrational and Rational Beliefs Scale. An Investigation of the REBT Theoretical Model.

The present study proposes a contextual specific, short measure of irrational and rational beliefs in order to provide a methodologically rigorous investigation of the REBT theoretical model. The COVID-19 Pandemic- Related Irrational and Rational Beliefs Scale was developed according with the REBT theory including rationally and irrationally worded items for each of the four cognitive processes. The data were collected online via google forms between March and June 2020, the sample comprised 798 individuals. A series of confirmatory factor analysis was conducted to investigate the factor structure of the scale. A total of seven measurement models representing different hypotheses about the structural relationship between the 32 items were estimated. Among the seven competing models, the eight-factor bifactor model comprising eight cognitive processes of irrational and rational beliefs factors and a general factor showed the best trade-of between model fit and complexity among all models. This model is congruent with the current theoretical formulation of REBT. The irrational cognitive processes themselves were highly correlated and the rational cognitive processes were moderately to highly correlate with each other. The concurrent validity was investigated and the results supported the validity of the instrument. Implications for research and clinical practice are discussed.

Positive irrational beliefs are associated with hypomanic personality.

Primary irrational beliefs, such as demanding about attaining personal goals, are a common trans-diagnostic factor involved in many emotional disorders. Although Bipolar Disorder (BPD) is a severe emotional disorder, little is known about the role of primary irrational beliefs in the risk of BPD. Given that the risk for mania is related to responses to positive rather than adverse events, we developed a measure of irrational beliefs in response to cues of positive events. This is the first study that examines the relationship between positive primary irrational beliefs and the risk of BPD. 119 participants completed an online survey including measures for the risk of BPD, irrational beliefs, positive irrational beliefs, mania-related cognitions, and mood measures (depressive and manic mood). Results revealed significant associations between the risk of BPD and positive primary irrational beliefs, irrational beliefs, positive generalization, and mood. Regression analyses revealed that positive primary irrational beliefs, such as demanding to attain significant goals in response to cues for positive events, uniquely predict the risk for BPD independently of mood, mania-related cognitions and irrational beliefs. These findings encourage the treatment approaches focused on restructuring primary irrational beliefs in response to positive situations to reduce the risk of BPD.

Irrational Beliefs and Personality Traits as Psychological Mechanisms Underlying the Adolescents' Extremist Mind-Set.

The tripartite model of militant extremist mind-set proposed by Stankov et al. (2010b) includes three components: War (justification of violent acts as war); God (violence is seeing extremist acts as moral because they are done in the name of God or Allah); and West (violence against Western countries is justified because they are perceived as evil and/or immoral). There is a lack of conceptual framework regarding psychological mechanism that underlie radicalization and extremism, and there is little evidence regarding risk factors for radicalization in the scientific literature. In the present study, it is hypothesized that irrational beliefs and a constellation of personality factors are two possible psychological mechanisms that put adolescents in a vulnerable position and could influence them to develop an extremist mind-set. The sample consists in 295 Romanian adolescents, ages 15-18 years, and the mean age being 16.41. The present study was conducted in several schools from Bihor County located in the north-western part of Romania. Adolescents took part on a voluntary basis in the study after the written, informed consent was obtained from their parents. A confirmatory factor analysis (CFA) on the structure of Militant Extremist Mind-Set Scale confirmed the three-factor model of the extremist mind-set. Two confirmatory factor analyses were also conducted for the other two administered scales: CASI and Mini-IPIP. The results support the previous models for both scales, including items loading on factors. SEM analysis was performed with AMOS 23 statistical package on a final sample size of 242 participants and there were no missing data. Fifth structural models were specified. The fifth model had adequate fit based on all three indices including the RMSEA (0.054), CFI (0.958), and SRMS (0.047). Global evaluation of self seems to be the only irrational belief that was somewhat related with the extremis mind-set, being part of it. Neuroticism was not identified as being a variable that could have a direct influence on mind-set extremism, or an indirect influence through personality. Religious adherence is a good predictor of extremist ideology. A global personality factor consisting in low Intellect/Imagination, low Extraversion and high Agreeableness seems to be a vulnerability factor that influences people to believe in extremist ideology.

Psychological Mechanisms Involved in Radicalization and Extremism. A Rational Emotive Behavioral Conceptualization.

Extremist acts and the process of radicalizations got into researchers' attention worldwide since 2001. The aim of this paper is to offer a broad image on radicalization and extremist acts and to bring a new perspective for the conceptualization of radicalization. Radicalization is a process of developing extremist beliefs, emotions, and behaviors. The extremist beliefs are profound convictions opposesd to the fundamental values of society, the laws of democracy and the universal human rights, advocating the supremacy of a certain group (racial, religious, political, economic, social etc.). The extremist emotions and behaviors may be expressed both in non-violent pressure and coercion and in actions that deviate from the norm and show contempt for life, freedom, and human rights. A complete inroad to psychological mechanism involved in the process of radicalization is offered in order to have a broad image regarding current research in the field. Starting from this point, a rational emotive and behavioral conceptualization on radicalization has been developed, bringing together all the concepts and knowledge in the field. A complete and clear conceptualization is crucial for developing prevention/intervention programs and good practices in dealing with this process which has been spreading in the past years. The final part deals with directions regarding prevention/intervention programs from a rational emotive and behavioral perspective, and also from the perspective of European policies.

Bullying prevention in schools by targeting cognitions, emotions, and behavior: Evaluating the effectiveness of the REBE-ViSC program.

The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended.