No / This chapter considers responses to epilepsy in members of the Pakistani community living in Bradford, a city in the north of England. A complex picture is presented of allegiance to the epistemology of Western medicine and adherence to its medication, while at the same time there is widespread use of folk and religious remedies. People live with a plurality of health beliefs and undertake practices that are apparently contradictory. Belief in therapeutic efficacy is only one element in the intricate mix of factors which influenced a person's use of a particular therapy. Other influences include family and community pressures, opportunity and cost. Over-riding all these are the uncertainty and sense of desperation experienced when conventional biomedicine fails to effect either a cure or adequate control of seizures. Considering beliefs about epilepsy and examining choices about care allows us to explore how the interaction of structural factors and individual preferences in making choices is influenced by the existence of differing health systems and beliefs. The resulting hybrid experience, we argue, is likely to be a characteristic of migrant communities worldwide.

abstract: Beliefs about change reflect how we understand phenomena and what kind of predictions we make for the future. Cyclical beliefs about change state that events are in a constant flux, and change is inevitable. Linear beliefs about change state that events happen in a non-fluctuating pattern and change is not commonplace. Cultural differences in beliefs about change have been documented across various domains, but research has yet to investigate how these differences may affect health status predictions. The present study addresses this gap by inducing different beliefs about change in a European-American college sample. Health status predictions were measured in terms of predicted likelihood of exposure to the flu virus, of contraction of the flu, and of receiving a flu vaccine. Most differences were observed among those who have a recent history of suffering from the flu. Among them, cyclical thinkers tended to rate their likelihood for exposure and contraction to be higher than linear thinkers. However, linear thinkers indicated that they were more likely to receive a flu vaccine. The different patterns suggest the possibility that cyclical beliefs may activate concepts related to cautionary behaviors or pessimistic biases, while linear beliefs may activate concepts related to taking action and exercising control over the environment. Future studies should examine the interplay between beliefs about change and the nature of the predicted outcome. / Dissertation/Thesis / M.A. Psychology 2012

The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Implementation Scale, Turkish Version of the Teachers&rsquo / Sense of Efficacy Scale, Teacher Beliefs Survey, and Personal Information Form. Exploratory and confirmatory factor analyses were conducted to provide evidence for validity and reliability of the scales. Two separate hierarchical multiple regression analyses were, moreover, employed at the alpha level of .025 to answer research questions. The results overall demonstrated that teacher self-efficacy and teaching beliefs significantly predicted the extent early childhood teachers implemented current curriculum as regards content selection and learning process, while teacher demographics were only significant for the extent of curriculum implementation regarding learning process. On the other hand, school related factors did not contribute to the extent of curriculum implementation for both content selection and learning process. In particular, constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies explained the extent of curriculum implementation regarding content selection. Considering the implementation of learning process, teachers&rsquo / years of experience was, moreover, found to be a significant predictor along with constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies.

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Published Article / Until we utilize our ability to choose our worldview, to choose our beliefs, to choose the reality in which we wish to live, behavior remains habitual and unexamined" (Yero 2002:234). This article explains and discusses the influence of lecturers' beliefs on teaching. It is important for lecturers to engage in mindful teaching by becoming aware of their momentary doings. If lecturers could discover how their own mental models of reality (i.e. beliefs) shape the world within the classroom, they have the opportunity to make mindful decisions. It is recommended that lecturers do a self-inventory to help identify their patterns of thought and bring into consciousness the beliefs and values that underlies their teaching. Because each lecturer's thinking processes and interpretations are unique, only they can determine what changes need to be made in the classroom environment.

research examines associations between perfectionism and acceptance for the self and towards others, alongside their link with psychological health. Reported beliefs are compared with underlying implicit beliefs, as measured by response latencies on the Implicit Relational Assessment Procedure (IRAP; Barnes-Holmes et al., 2006). Ninetynine native English-language speaking university students completed measures of selforiented and other-oriented perfectionism, unconditional self-acceptance, acceptance of others and general health; together with the IRAP computer task. Self-perfectionism scores were observed to be significantly higher than other-perfectionism scores on both explicit and implicit measures. Acceptance of others was significantly higher than selfacceptance on explicit measures; however the two were non-significantly different as recorded by the IRAP. This suggests that participants may have under-reported selfacceptance levels or over-reported their acceptance of others. Possible reasons for this are explored. In addition, all explicit measures demonstrated no significant associations with implicit findings; meaning that participants‟ responses to the assessment tasks appeared to be driven by different processes. Low levels of explicit self-acceptance were the biggest predictor of psychological distress. As such, this research provides further support for the move towards acceptance-based strategies in the treatment of clinical perfectionism.

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