Abstract: The following dilemma is discussed: On the one hand, the growing impact of Technology of communication and information (ICT) in everyday habits seems to influence the dynamics of public opinion by reinforcing irrational beliefs and creating the impression that the autonomy of people’s opinion and decisions is just a myth. On the other hand, people seem to act most of the time, under the normal circumstances of daily life, in a rational way, as if their habitual actions result from relatively autonomous decisions. A way out of this dilemma is suggested with the hypothesis that people can be rational most of the time, but nevertheless have their opinions influenced by insufficient, distorted information, or by previously acquired emotional dispositions. This hypothesis, in turn, is going to be scrutinized by considering, from a philosophical-interdisciplinary perspective, the role of rational choices in the dynamics of autonomous opinion. With illustrations of diagrams, we claim that the qualitative Complex Systems paradigm might help us to understand the possible role of emotional dispositions in the dynamics of autonomous opinion formation. Abstract discussed hand ICT (ICT peoples s myth time life insufficient turn considering philosophicalinterdisciplinary philosophical interdisciplinary perspective diagrams formation

Resumo: Neste texto, discutimos o seguinte dilema: por um lado, o crescente impacto das Tecnologias de Comunicação e Informação nos hábitos cotidianos parece influenciar a dinâmica da opinião pública, reforçando crenças irracionais e criando a impressão de que a autonomia da opinião e das decisões das pessoas é apenas um mito. Por outro lado, as pessoas parecem agir racionalmente na maioria das vezes, nas circunstâncias normais da vida cotidiana, como se suas ações habituais resultassem de decisões relativamente autônomas. A hipótese que propomos para superar o dilema é de que as pessoas podem agir racionalmente na maioria das vezes, mas têm suas opiniões influenciadas por informações insuficientes ou distorcidas ou por hábitos e disposições emocionais previamente adquiridas. Essa hipótese, por sua vez, será examinada, a partir de uma perspectiva filosófico-interdisciplinar, considerando o papel das escolhas racionais na dinâmica de formação da opinião autônoma. Com diagramas ilustrativos, argumentamos que hipóteses da teoria dos Sistemas Complexos podem auxiliar a compreensão do possível papel de disposições emocionais no processo de formação de opiniões. Resumo texto lado pública mito vezes cotidiana autônomas adquiridas vez examinada filosóficointerdisciplinar, filosóficointerdisciplinar filosófico interdisciplinar, interdisciplinar filosófico-interdisciplinar autônoma ilustrativos

RESUMEN Se presenta un estudio de caso N=1 de adulto de 38 años de edad con alto grado de malestar ante ciertas actividades laborales. A partir de los resultados se diseña un plan de intervención hecho a medida con evidencia científica dirigido a tolerar y disminuir el malestar que presenta sintomatología ansiógena. Para la elaboración de dicha propuesta, se realiza una evaluación y diagnóstico mediante el Cuestionario de Ideas Irracionales (Ellis, 1980), la Escala de actitudes y creencias (Lega, Caballo y Ellis, 1997), el Inventario de pensamiento automático (Ruiz y Luján, 1991), auto-registro de pensamientos, la Escala de Estrés Percibido (PSS) (Cohen, Kamarck y Mermelstein, 1983), la Escala de Autoeficacia General (Baessler y Schwarcer, 1996), el Cuestionario Autoevaluativo STAI Estado-Rasgo (Spielberger, 1973) y el Inventario de Síntomas de Derogatis-Revisado. El SCL-90-R (Derogatis, Lipman y Covi, 1973). Se propone un tratamiento que incluye el entrenamiento en habilidades de tolerancia al malestar, aceptación radical, ansiedad y entrenamiento en relajación.

ABSTRACT A case study N = 1 of a 38-year-old adult with a high degree of discomfort when faced with certain work activities is presented. Based on the results, a tailor-made intervention plan is designed with scientific evidence aimed at tolerating and reducing the discomfort that anxiety symptoms present. To prepare this proposal, an evaluation and diagnosis is carried out using the Irrational Ideas Questionnaire (Ellis, 1980), the Attitudes and Beliefs Scale (Lega, Caballo and Ellis, 1997), the Automatic Thought Inventory (Ruiz and Luján , 1991), self-registration of thoughts, the Perceived Stress Scale (PSS) (Cohen, Kamarck and Mermelstein, 1983), the General Self-Efficacy Scale (Baessler and Schwarcer, 1996), the STAI State-Trait Self-Assessment Questionnaire (Spielberger , 1973) and the Derogatis Symptom Inventory-Revised. The SCL-90-R (Derogatis, Lipman y Covi, 1973). A treatment is proposed that includes training in the skills of tolerance to discomfort, radical acceptance, anxiety and relaxation training.

Resumen Introducción Para la terapia racional emotiva conductual las creencias irracionales tienen un gran peso en la salud mental, ya que la presencia de estas genera padecimientos como depresión e ideación suicida. Se sabe que en el mundo estos padecimientos han ido en aumento, por ello, es importante explorar factores que faciliten su explicación. Objetivo Generar modelos explicativos para la depresión y la ideación suicida desde las creencias irracionales en estudiantes de psicología. Método Estudio cuantitativo, no experimental, transversal con análisis multivariado. Resultados Se realizaron modelos explicativos; uno para la depresión y otro para ideación suicida. La sintomatología depresiva se explica en 39% con la presencia de creencias irracionales de perfeccionismo, evitación de responsabilidades, preocupación por el futuro y determinismo del pasado. Por otro lado, la ideación suicida se explica en 54% con la presencia de las creencias de perfeccionismo, evitación de responsabilidades, locus de control externo y determinismo del pasado. Discusión y conclusión La depresión e ideación suicida en estudiantes de psicología se puede explicar en parte por creencias irracionales de perfeccionismo, locus de control externo, preocupación por el futuro, evitación de responsabilidades y determinismo del pasado. A través de enfoques de atención clínica es factible modificar dichas creencias con el objetivo de disminuir sintomatología y promover la salud mental.

Abstract Introduction In rational emotive behavioral therapy, irrational beliefs are significant in mental health since their presence leads to conditions such as depression and suicidal ideation. Since these conditions have been increasing worldwide, it is essential to explore the factors that contribute to their understanding. Objective To design explanatory models for depression and suicidal ideation based on irrational beliefs in psychology students. Method Quantitative, non-experimental, cross-sectional study with multivariate analysis. Results Two explanatory models were designed: one for depression and the other for suicidal ideation. Thirty-nine per cent of depressive symptomatology can be explained by the presence of irrational beliefs concerning perfectionism, avoidance of responsibilities, concern over the future, and the determinism of the past. At the same time, 54% of suicidal ideation can be explained by the presence of beliefs centering on perfectionism, avoidance of responsibilities, external locus of control, and the determinism of the past. Discussion and conclusion Depression and suicidal ideation in psychology students can partly be explained by irrational beliefs concerning perfectionism, external locus of control, concern over the future, avoidance of responsibilities, and the determinism of the past. Clinical care approaches can modify these beliefs to reduce symptoms and promote mental health.

Abstract Since the beginning of this century, social and political circumstances have changed favorably for Peruvian indigenous languages; therefore, it follows that these new trends would have had repercussions on the linguistic beliefs and assessments of their speakers. The research aimed to describe and analyze the various linguistic prejudices of bilingual Quechua-Spanish students of the Faculty of Social Sciences of the National University of the Altiplano of Puno, from the theoretical approaches of critical sociolinguistics and linguistic anthropology. The study presents an explanatory descriptive qualitative methodology with a phenomenological design of semi-structured interviews proposed for discourse analysis. The results highlight the ideological association of Quechua as a lan-guage of the countryside, a difficult language, an ancient language, a language of the cultural past. In general, the students showed positive prejudices towards the indigenous language; however, these representations are counterproductive for the vitality of the language due to the irrational nature of prejudices.

Resumen Desde inicios del presente siglo, las circunstancias sociales y políticas han cambiado favorablemente para las lenguas indígenas perua nas; por ello, se deduce que estas nuevas tendencias, habrían repercutido en las creencias y valoraciones lingüísticas de sus hablantes. La investigación tuvo como objetivo describir y analizar los diversos prejuicios lingüísticos de los estudiantes bilingües quechua-castella no de la Facultad de Ciencias Sociales de la Universidad Nacional del Altiplano de Puno, desde los enfoques teóricos de la sociolingüística crítica y la antropología lingüística. El estudio presenta una metodología cualitativa de tipo descriptivo explicativo con diseño fenomenológico de entrevistas semiestructuradas planteadas para el análisis del discurso. Los resultados resaltan la asociación ideológica del quechua como lengua del campo, lengua difícil, lengua antigua, lengua del pasado cultural. En general, los estudiantes mostraron prejuicios positivos hacia la lengua indígena; sin embargo, estas representaciones resultan contraproducentes para la vitalidad de la lengua debido a la naturaleza irracional que poseen los prejuicios.

RESUMO O objetivo do presente estudo foi traçar a análise do modelo hipotético das crenças irracionais sobre os construtos do modelo de comportamento planejado, em particular a intenção de atividade física, e também a predição da intenção de atividade física com base nos construtos de crenças irracionais. 320 estudantes do sexo masculino e feminino da província de Semnan foram selecionados aleatoriamente e completaram os questionários de Gordon (2008) e Irrational Beliefs (Ahwaz) 2005. Um modelo de análise de caminho foi utilizado para analisar as relações entre as variáveis e calcular os efeitos estruturais diretos e indiretos. Além disso, a análise de regressão múltipla foi usada para prever construções teóricas de comportamento planejado usando dimensões de crenças irracionais. Os resultados indicaram que o modelo hipotético não está de acordo com os dados deste estudo e o efeito direto das crenças irracionais sobre as normas subjetivas não é significativo. Ao eliminar o efeito das crenças irracionais sobre as normas subjetivas e adicionar o efeito das normas subjetivas sobre o controle comportamental percebido, foi obtido um novo modelo que foi ajustado aos dados. Além disso, os resultados mostram que duas variáveis de demanda por aprovação e evitação de problemas foram preditores significativos da intenção de atividade física. Os resultados deste estudo mostraram que as crenças irracionais, tanto direta quanto indiretamente (por meio de atitudes e controle comportamental percebido), afetam a intenção de atividade física. Portanto, é importante reduzir as crenças irracionais a fim de desenvolver as intenções de atividade física e a própria atividade física.

ABSTRACT The aim of the present study was to path analysis of the hypothesized model of the irrational beliefs on the constructs of the planned behavior model, in particular the physical activity intention, and also the prediction of the physical activity intention based on the constructs of irrational beliefs. 320 male and female students of Semnan Province were randomly selected and completed Planned Behavior and Irrational Beliefs (Ahwaz) questionnaires. A path analysis model was used to analyse the relationships between variables and calculate the direct and indirect structural effects. Also, multiple regression analysis was used to predict theoretical constructs of planned behavior using irrational beliefs dimensions. The results indicated that the hypothesized model is not in accordance with the data of this study and direct effect of irrational beliefs on subjective norms is not meaningful. By eliminating the effect of irrational beliefs on subjective norms and adding the effect of subjective norms on perceived behavioral control, a new model was obtained that was fitted with the data. Also, the results show that two variables of Demand for approval and problem avoidance were significant predictors of physical activity intention. The results of this study showed that irrational beliefs, both directly and indirectly (through attitudes and perceived behavioral control), have an effect on the physical activity intention. Therefore, it is important to reduce the irrational beliefs in order to develop the intentions of physical activity and the physical activity itself.

In the study reported on here we examined the relationship between irrational beliefs and stress levels among orphans in public secondary schools in Kenya. Rational Emotive Behaviour Theory was adopted. In the study we adopted a cross-sectional correlation research design. A sample size of 350 double orphaned students in secondary schools was obtained using stratified and simple random sampling techniques. The Irrational Belief Inventory and Perceived Stress Scale were used to collect data. The reliability results indicate the Cronbach's alpha values ranging from 0.672 to 0.756. Quantitative data from questionnaires were analysed using inferential statistics such as Pearson correlation and regression analysis. The findings established a weak positive (n = 314, r = .149; p = .008 < .05) Pearson product-moment correlation coefficient between demandingness and stress levels; a weak positive (n =314, r = .243; p < .05) correlation between awfulizing and stress levels; a weak positive (n = 314, r = .191; p < .05) correlation between irrational belief for low frustration tolerance and stress levels; and a weak positive (n = 314, r = .167; p = .003) correlation between irrational belief of worthlessness and stress levels. The implication of these findings is that orphaned students are overwhelmed with stress because of their state of irrational beliefs. It is recommended that school counsellors should train orphans in secondary schools on rational beliefs through therapy techniques such as positive self-talk to counter the irrational beliefs.

Abstract The improvement or acquisition of socioemotional skills contributes to the academic and personal adaptation of university students. The way students think about themselves and others influence their social skills and well-being. Considering the importance of social competence for professional practice in the face of new social realities, the university must invest in programs that promote the socio-emotional development of students. This study compared the effects of interventions based on Rational Emotive Behavior Therapy and Psychoeducation on assertive skills and subjective well-being. This study involved 25 undergraduate students of a public university. The students were randomly allocated to three groups, including the Control group, and they were evaluated by means of questionnaires, inventories, scales, and written evaluation of the group process. The program consisted of 10 meetings and a 6-week follow-up. Irrational beliefs were reduced and their assertive skills’ scores increased in the post-intervention and follow-up evaluations, regardless of the group. Only verbal reports from participants indicated an increase in well-being. The students’ written reports after the end of the meetings indicate that the two forms of intervention were evaluated as promoting change by the students. One of the limitations of the study is the size of the groups. Despite the very small sample size, the study highlights that developing a set of flexible beliefs is fundamental to the exercise of assertiveness.

Theoretically, the study was based on ten irrational beliefs that Ellis identified as part of his ABC-model. Activating events (A) in a mathematics context can trigger certain beliefs (B) that may have affective consequences (C), which, in turn, can have an influence on achievement in mathematics. The main objective of the research was to investigate how these irrational beliefs and affective consequences relate to one another and to achievement in mathematics. A sample of 306 secondary school learners was selected. The learners completed questionnaires on irrational beliefs and socio-affective variables. Their achievement scores in Mathematics were also obtained. The analysis of the data showed that irrational beliefs correlate negatively with mathematics achievement. Self-concept and teacher-learner relationship had a partially mediating effect on the relationship between irrational beliefs and achievement in mathematics. The direct and indirect effects of irrational beliefs explained as much as 40% of the variance in mathematics achievement. Most teachers of mathematics will at one stage or another be confronted with learners' irrational beliefs, and it is, therefore, recommended that teachers know how such beliefs should be disputed and replaced with rational beliefs as a way of enhancing academic performance in mathematics.

Abstract: The evaluation of the efficacy of treatment of batterers in Official or Couple Records is not valid, whilst the efficient interventions are focused on the empowerment of cognitive and behavioural competence. A field study for measuring the effects of the treatment on the cognitive competence was designed. A total of 100 batterers who had completed a community penitentiary intervention programme, were assessed pre- and post-treatment in cognitive competence i.e., self-concept, emotional intelligence, attribution of responsivity, cognitive skills to cope intimate-partner-related stressful events, expression and control of anger, and irrational beliefs and distorted thoughts. The results showed a significant effect of the treatment in the acquisition of cognitive competence skills. Succinctly, treatment empowered the general self-concept in 18.2%, and the internal dimensions of self-concept self-satisfaction in 33.5% and behaviour in 25.6%; and clarity to discriminate among moods in 31.8%. Moreover, treatment increased the assumption of internal responsivity in 31.8%; anger control in 19.1%; and the use of adaptive strategies to cope intimate-partner-related stressful events between 48.9% and 61.3%. Finally, treatment involved a fall in the use of maladaptive strategies to cope intimate-partner-related stressful events between 25.6% and 35.1%; and in the irrational beliefs and distorted thoughts related with the use of violence, in 78.2%, 48.2% y 63.6%, for use of violence, gender roles and emotional dependence, respectively. Nonetheless, not all the batterers benefited from treatment.

Resumen: La evaluación de la eficacia del tratamiento de maltratadores en los Registros Oficiales o los Informes de las parejas no es válida, al tiempo que las intervenciones eficaces se dirigen a dotarlos de competencia cognitiva y conductual. Por ello diseñamos un estudio de campo para medir los efectos de la intervención en la competencia cognitiva. Un total de 100 condenados por violencia de género que completaron un programa penitenciario de tratamiento en la comunidad fueron evaluados pre- y post-tratamiento en la competencia cognitiva, esto es, auto-concepto, inteligencia emocional, atribución de responsabilidad, destrezas cognitivas para el afrontamiento de eventos estresantes en pareja, expresión y control de la ira, y creencias irracionales y pensamientos distorsionados. Los resultados mostraron un efecto significativo del tratamiento en la adquisición de las destrezas cognitivas. Sucintamente, el tratamiento potenció el auto-concepto general el 18.2% y las dimensiones internas del auto-concepto auto-satisfacción el 33.5% y comportamiento el 25.6%; y la claridad para discriminar las emociones el 31.8%. Además, el tratamiento incrementó la asunción interna de responsabilidad el 31.8%; el control de la ira el 19.1%; y el uso de estrategias adaptativas para el afrontamiento de eventos estresantes en pareja entre el 48.9% y el 61.3%. Finalmente, el tratamiento redujo el uso de estrategias desadaptativas entre el 25.6% y el 35.1%; y las creencias irracionales y pensamientos distorsionados relacionados con el uso de la violencia, rol de género y dependencia emocional, en el 78.2%, 48.2% y 63.6%, respectivamente. No obstante, no todos los maltratadores se beneficiaron del tratamiento.

Background: Antibiotics are the most frequently used medicines worldwide with most of the countries defining these as prescription-only medicines. Though, dispensing non-prescribed antibiotics represent one of the chief causal factors to the irrational use of antibiotics that paves the way to the development of antimicrobial resistance. Objective: We aimed at describing the practices and the enablers for non-prescribed antibiotic dispensing in Maputo city, Mozambique. Methods: A qualitative study was conducted, between October 2018 and March 2019, in nine private pharmacies randomly selected across Maputo city. Eighteen pharmacists were contacted and seventeen enrolled through snowball sampling. In-depth interviews were conducted, audiotaped, and transcribed verbatim. Transcripts were coded and analysed though thematic analysis with guidelines from Braun and Clark. The Consolidated Criteria for Reporting Qualitative Studies (COREQ) checklist by (Tong, 2007) was performed. Results: Out of seventeen, fifteen pharmacists admitted non-prescribed dispensing of antibiotics. Common antibiotic dispensing practices included; dispensing without prescription, without asking for a brief clinical history of patients, without clear explanation of the appropriate way of administering, without advising on the side effects. Reasons for non-prescribed antibiotic dispensing are linked to patients’ behaviour of demanding for non-prescribed antibiotics, to the patients expectations and beliefs on the healing power of antibiotics, to the physicians’ prescribing practices. Other reasons included the pressure for profits from the pharmacy owners, the fragile law enforcement, and absence of accountability mechanisms. Conclusions: The practices of non-prescribed antibiotic dispensing characterize the ‘daily life’ of the pharmacists. On the one hand, the patient’s demand for antibiotics without valid prescriptions, and pharmacist’s wish to assist based on their role in the pharmacy, the pressure for profits and on the understanding of the larger forces driving the practices of self-medication with antibiotics - rock. On the other hand, pharmacists are aware of the legal status of antibiotics and the public health consequences of their inappropriate dispensing practices and their professional and ethical responsibility for upholding the law - hard place. Highlighting the role of pharmacists and their skills as health promotion professionals is needed to optimizing antibiotic dispensing and better conservancy in Mozambique.

Resumen En el objetivo del presente estudio fue determinar la relación de la disposición de delincuencia juvenil, desde sus dimensiones de aceptación del crimen, consumo de drogas y amistades delictivas y medidas judiciales anteriores con las creencias irracionales de justificiación de la violencia, autoconcepto desde la violencia y evitación de problemas en jóvenes en conflicto de ley en comparación con jóvenes en riesgo delictivo. La muestra aleatorizada estuvo conformada por 597 jóvenes de 12 a 22 años de edad de los cuales 237 eran hombres jóvenes en conflicto con la ley y 194 hombres jóvenes en riesgo delictivo. Se utilizó un diseño no experimental, correlacional, por medio del SPSS se elaboraron modelos de regresión lineal múltiple y prueba T para la comparación de los grupos. Los principales hallazgos muestran que existen diferencias entre los grupos comparados, siendo los jóvenes en conflicto con la ley quienes conservan mayores puntajes de disposición a la delincuencia (M=32.48; t=11.08; p=.000) y creencias irracionales (36.17; t=5.68;p=.000). Por otro lado, existe una relación entre la disposición a la delincuencia y la justificación de la violencia, el autoconcepto desde la violencia y la evitación de problemas (R 2= .471, gl=3; F=72.8; p=.000) de los jóvenes en conflicto de ley. En los jóvenes en riesgo delictivo esta relación de variables se mantiene y solamente la evitación de problemas no refleja relación con la disposición a delinquir (R 2= .337, gl=3; F=45.07;p=000).

Abstract The objective of the current study was to determine the relation of the disposition of juvenile delinquency, from its dimensions of acceptance of crime, drug use and criminal friendships and previous judicial measures with the irrational beliefs of justification of violence, self-concept from violence and problem avoidance in young people in conflict with the law compared to young people at criminal risk. The randomized sample consisted of 597 young people aged 12 to 22, of whom 237 were young men in conflict with the law and 194 young men at criminal risk. A non-experimental, correlational design was used, through the SPSS, multiple linear regression and T-test models were developed for the comparison of the groups. The main findings show that there are differences between the groups compared, with young people in conflict with the law who maintain higher scores of disposition to crime (M=32.48; t=11.08; p=.000) and irrational beliefs (36.17; t=5.68; p=.000). On the other hand, there is a relationship between the disposition to crime and the justification of violence, self-concept from violence and avoidance of problems (R2= .471, gl=3; F=72.8; p=.000) of young people in conflict with law. In young people at criminal risk this relation of variables is maintained and only the avoidance of problems does not reflect a relation to the willingness to committing crimes (R2= .337, gl=3; F=45.07; p=000).

Resumo O objetivo do presente estudo foi determinar a relação da disposição de delinquência juvenil, desde as suas dimensões de aceitação do crime, consumo de drogas eamizades delitivas e medidas judiciais anteriores com as crenças irracionais de justificação da violência, autoconceito desde a violência e prevenção de problemas em jovens em conflito de lei em comparação com jovens em risco delitivo. A amostra aleatorizada esteve conformada por 597 jovens de 12 a 22 anos de idade dos quais 237 eram homens jovens em conflito com a lei e 194 homens jovens em risco delitivo. Foi utilizado um design não experimental, correlacional, por meio do SPSS foram elaborados modelos de regressão linear múltipla e teste T para a comparação dos grupos. Os principais achados amostram que existem diferenças entre os grupos comparados, sendo os jovens em conflito com a lei quem conservam maiores pontuações de disposição à delinquência (M=32.48; t=11.08; p=.000) e crenças irracionais (36.17; t=5.68;p=.000). Por outro lado, existe uma relação entre a disposição à delinquência e a justificação da violência, o autoconceito desde a violência e a prevenção de problemas (R2= .471, gl=3; F=72.8; p=.000) dos jovens em conflito de lei. Nos jovens em risco delitivo esta relação de variáveis se mantém e somente a prevenção de problemas não reflete relação com a disposição à delinquir (R2= .337, gl=3; F=45.07;p=000).

Resumen Este artículo de investigación explora las posibles asociaciones entre los factores síndrome de desgaste profesional en la labor docente y creencias irracionales frente a su profesión, con respecto al estilo docente y el cuidado de las relaciones que reportan sus estudiantes. Se cuenta con la participación de 6 docentes y 107 escolares del sector oficial y se emplean como estrategias de análisis de datos correlación, regresión y análisis multinivel. Los resultados sugieren que existen relaciones de dependencia lineal entre los diversos factores de estudio y que los niveles de estrés que manejan los profesores y la existencia de creencias irracionales acerca de su profesión se asocian con el estilo docente que ejercen en el aula.

Abstract This research paper explores the potential associations between levels of teacher bur-nout syndrome and the irrational beliefs that educators may have regarding their teaching styles and care of their relationships with their students. The participants in this research included 6 teachers and 107 students from a public school, and the data analysis strategy was based on correlation, regression, and multilevel analysis. The results suggest that there are linear dependence relationships among the factors studied and that the stress levels in teachers and their irrational beliefs are associated with their teaching styles in the classroom.

Resumo Este artigo de pesquisa explora as possíveis associações entre os fatores síndrome do esgotamento profissional no trabalho docente e crenças irracionais frente a sua pro-fissão, ao respeito do estilo de ensino e o cuidado das relações com seus estudantes. Contamos com a participação de 6 professores e 107 alunos do setor público e utiliza-mos como estratégias de análise de dados correlação, regressão e análise multinível. Os resultados assinalam que existem relações de dependência linear entre os diversos fatores de estudo e que os níveis de estresse que exprimem os professores e a existência de crenças irracionais acerca de sua profissão estão associadas com o estilo de ensino empregado na sala de aula.

Abstract The research suggests that Albert Ellis irrational beliefs are antiempirical statements that cause emotional distress in people who possess them. In his theory A B C, argues that what we feel is not based on what happens around us, but on how we interpret that reality. Then, A would become the event that occurs, B the interpretation we make, and C the emotional and behavioral consequence. From this, Albert Ellis groups this idea generating ten final irrational beliefs and creates an instrument to measure them called Registro de Opiniones, which has 100 items, 10 for each of the beliefs. That is why I attempt to analyze the presence of irrational beliefs in psychology students and their correlation with educational level, sex and place of origin. I selected 282 university students getting their BA in psychology at a private university in Lima Metropolitana. The Albert Ellis Inventory, Registro de Opiniones, was applied after obtaining written informed consent. The hypothesis was that there is a correlation between the irrational beliefs of the students and their educational level, sex and place of origin. The results showed than psychology students that the sixth irrational belief is found in an (it should feel fear or anxiety to any unknown, uncertain or potentially dangerous thing) extremely limited way. Belief number 2 (must be unfailingly competent and almost perfect in everything I undertake) and 8 (you need to have something bigger and stronger than oneself) were found in a possibly limiting manner. Beliefs number 3 and 8 were found in a correlating manner with education level. Seeming that as higher level of education less strength of the belief. There was also an association between irrational beliefs 1 (for an adult is absolutely necessary to have the love and approval of their peers, family and friends), 3 and 10 (happiness increases with inactivity, passivity and leisure undefined) with sex. Finally, no association was found between irrational beliefs and place of origin.

Resumen La presente investigación plantea que las creencias irracionales descritas por Albert Ellis son afirmaciones anti empíricas que causan un malestar emocional en quienes las poseen. Por ello se busca analizar la presencia de estas en estudiantes de psicología y su asociación con el nivel de estudios, sexo y lugar de origen. Fueron seleccionados 278 estudiantes de una universidad privada de Lima Metropolitana. Se utilizó el Registro de Opiniones de Ellis. Los resultados muestran que los estudiantes de psicología presentan la creencia 6 (se debe sentir miedo o ansiedad ante cualquier cosa desconocida o potencialmente peligrosa) de manera sumamente limitante, y las creencias 2 (uno debe ser indefectiblemente competente y casi perfecto en todo) y 8 (se necesita contar con algo más grande y fuerte que uno) de manera posiblemente limitante. Por otro lado, se encontró asociación con el nivel de estudios de las creencias 3 (ciertas personas son malas y deberían ser castigadas) y 8, donde, a mayor nivel de estudios, menos creencias. También se verifica asociación entre las creencias irracionales 1 (para un adulto es necesario tener el cariño y la aprobación de sus semejantes, familia y amigos), 3 y 10 (la felicidad aumenta con la inactividad) con sexo.

Abstract This investigation established unpleasant past experience in interdependent and predictive relations with irrational beliefs, test anxiety, self-regulated study and academic stress, variables belonging to the competency for performing in highly demanding contexts. Participants were 221 candidates enrolled in preparatory academies, where they were preparing for competitive exams for posts as public elementary school teachers. The variables were measured using validated self-reports. A linear, ex post-facto design was used, with inferential and structural analyses. Unpleasant experience was shown to have significant, positive, interdependent relations with irrational beliefs and physiological stress responses, as well as negative relations with self-regulated study. Significant, predictive, structural relations were found between unpleasant experience and cognitive, behavioral, and physiological stress responses. These results partially validate the relationships shown in the SLPS Competency model, which explains learning in stressful contexts; and offer evidence of the need to train students for these situations.

Resumen Esta investigación estableció las relaciones de interdependencia y predicción entre experiencia desagradable previa y creencias irracionales, ansiedad evaluativa, autorregulación en el estudio y estrés académico, variables de la competencia para rendir en contextos de alta exigencia. Participaron 221 aspirantes de academias preparatorias a la función pública del cuerpo de Maestros. Las variables fueron medidas mediante autoinformes validados. El diseño fue ex post-facto lineal, con análisis inferenciales y estructurales. Los resultados mostraron relaciones significativas positivas de interdependencia de la experiencia desagradable con las creencias irracionales y respuestas fisiológicas de estrés, así como negativas con la autorregulación en el estudio. Además, apareció una relación estructural predictiva significativa entre experiencia desagradable y respuestas cognitivas, conductuales y fisiológicas de estrés. Estos resultados validan parcialmente las relaciones del modelo CAERE, explicando el aprendizaje en contextos estresantes, y evidencian la necesidad de entrenar a los estudiantes ante estas situaciones.

ABSTRACT Introduction: In the last 50 years, the study and practice of hypnosis as a therapeutic resource has gained more relevance within the field of health. Despite of this, the ignorance of this technique and the existence of false beliefs about it prejudice its optimal use. Objective: To describe the attitude of care psychologists in Santa Clara municipality in relation to hypnosis. Methods: The research has a descriptive scope, based on a cross-sectional study, with a quantitative approach carried out from September to November 2016. The sample consisted of 38 health psychologists. A 16-item questionnaire was used to discuss the hypnosis knowledge, the beliefs attributed to hypnosis, the therapeutic value assigned to it and the experience in its use. Results: A low level of knowledge about hypnosis was noticed. The main way of obtaining knowledge resulted to be self-preparation. Most of those polled do not use the technique, however they grant to it a great therapeutic value. Irrational beliefs about hypnosis do not prevail. Conclusions: Care psychologists of Santa Clara municipality in Villa Clara province demand greater knowledge and preparation through academic institutions on the use of hypnosis as a therapeutic resource. Beliefs related to the therapist's special conditions and loss of behavioral control in patients are not predominant. There is recognition of the therapeutic value of hypnosis, despite not being used by many of the professionals surveyed.

RESUMEN Introducción: En los últimos 50 años el estudio y la práctica de la hipnosis como recurso terapéutico han ganado mayor espacio dentro del campo de la salud. No obstante el desconocimiento de esta técnica y la existencia de creencias falsas sobre ella perjudican su óptimo empleo. Objetivo: Describir la actitud que tienen los psicólogos asistenciales del municipio Santa Clara en relación con la hipnosis. Métodos: La investigación posee un alcance descriptivo, a partir de un estudio transversal con enfoque cuantitativo, realizado de septiembre a noviembre del 2016. La muestra quedó conformada por 38 psicólogos asistenciales. Se utilizó una encuesta de 16 ítems, donde se abordaron los saberes vinculados a la hipnosis, las creencias atribuidas ella, el valor terapéutico asignado a la hipnosis y la experiencia en su empleo. Resultados: Se apreció un bajo nivel de conocimientos sobre la hipnosis. La principal vía de obtención de conocimiento resultó ser la autopreparación. La mayor parte de los encuestados no emplea la técnica, sin embargo, le otorgan un gran valor terapéutico. No prevalecen las creencias irracionales sobre la hipnosis. Conclusiones: Los psicólogos asistenciales del municipio de Santa Clara, Villa Clara, demandan mayor conocimiento y preparación a través de instituciones académicas sobre el empleo de la hipnosis como recurso terapéutico. No predominan las creencias relacionadas con las condiciones especiales del terapeuta y de pérdida de control de la conducta en los pacientes. Hay reconocimiento del valor terapéutico de la hipnosis, a pesar de no ser empleada por muchos de los profesionales encuestados.