Dissertation by Mark E Koltko-Rivera
Reference: Koltko-Rivera, M. E. (2000). The Worldview Assessment Instrument (WAI): The developmen... more Reference: Koltko-Rivera, M. E. (2000). The Worldview Assessment Instrument (WAI): The development and preliminary validation of an instrument to assess world view components relevant to counseling and psychotherapy (Doctoral dissertation, New York University, 2000). _Dissertation Abstracts International_, _61_(04), 2266B. (UMI Microform No. 9968433)
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The objective of this study was the development and preliminary validation of a multi-scale instrument to assess selected world view assumptions that are relevant to psychotherapy and counseling.
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Ch. 1: THE RESEARCH OBJECTIVE: This chapter presents: a) an introduction to the world view construct, b) some reasons why the study of this construct is important for the discipline of psychology, c) a description of the assessment challenges in this area, d) a formal statement of research objectives, and e) conceptual and operational definitions of the world view construct and those aspects of it that are addressed in this study.
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Ch. 2: REVIEW OF RELATED LITERATURE: This chapter has for parts. The first part summarizes a few major attempts to conceptualize the world view construct, specifically in terms of the through of Freud, F. R. Kluckhohn, and D. W. Sue. (The reader is referred to Appendix A for a consideration of the contributions made by several other thinkers, including Pepper, Kelly, Maslow, and others.) The second part of the chapter focuses on dimensions of the world view construct that have been recommended as particularly relevant for counseling and psychotherapy, in the work of Bergin, D. W. Sue, Trevino, and Triandis. This part concludes with the selection of specific world view dimensions as the focus for the psychometric development effort in the present study. The third part of the chapter describes each of the dimensions of world view selected for attention in the present study. These dimensions are described as they are considered in the world view literature, and, selectively, in the general psychological literature. The fourth part of the chapter describes previous assessment efforts made with respect to these world view dimensions. A summary concludes the chapter.
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Ch. 3: THE METHOD. This chapter first outlines the iterative development process as a whole. Then, the chapter describes the methods used and the results obtained during the various modules of the process, called Studies 1 through 5. (Chapter 4, Results, describes the results obtained during the final iteration of the instrument development cycle, Study 5.) Finally, the chapter describes some of the limitations of the survey method, and ways in which some of these limitations were addressed. A summary concludes the chapter.
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Ch. 4: RESULTS: This chapter reports in detail the findings of Study 5, which had as its purpose the development of final scales for the Worldview Assessment Instrument (WAI). First, the sample is described in detail. Second, the results of an item-level factor analysis are given in detail. Third, the resulting scales are described in terms of their distributions, correlations, and reliabilities. Fourth, the scale-level factor structure of the WAI is described. The fifth and final section summarizes the chapter.
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Ch. 5: SUMMARY AND DISCUSSION: The first part of this chapter evaluates the success of the present research project in terms of its psychometric objective. The second part of the chapter sets out recommendations for further validation efforts regarding the WAI. The third part of the chapter reflects on what the present study has to contribute to a discussion of contemporary American world view beliefs. The fourth part of the chapter discusses what the present study reveals concerning higher-order world view structures. The fifth part of the chapter makes recommendations for the use of the WAI in research within generic and multicultural counseling and psychotherapy. A summary concludes the chapter.
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BIBLIOGRAPHY
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APPENDIX A: REVIEW OF PREVIOUS APPROACHES TO DESCRIBING AND ASSESSING THE WORLD VIEW CONSTRUCT: After a brief description of religio-philosophical approaches to world view through the late 19th century, we shall consider several 20th century theorists and research investigators. For each of the major 20th century theorists, we shall consider contributions to a model of world view, and critiques that can be made of the model. Available instrumentation is mentioned briefly.
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APPENDIX B: A CONSOLIDATION OF MODELS OF WORLD VIEW: THE COLLATED APPROACH: I pull together the various dimensions which have been used to describe world view in the models related in Chapter 2 and Appendix A.
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APPENDIX C: INSTRUMENT PROTOCOL FOR STUDY 5: DEVELOPMENT VERSION 5 AND DEMOGRAPHIC QUESTIONNAIRE.
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APPENDIX D: ITEMS OF DEVELOPMENT VERSION 5 SORTED BY SCALE.
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APPENDIX E: ORAL INVITATION TO PARTICIPATE
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APPENDIX F: ITEM-LEVEL FACTOR ANALYSIS OF WAI AND LOCUS OF CONTROL SCALES
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APPENDIX G: THE WORLDVIEW ASSESSMENT INSTRUMENT (WAI)
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APPENDIX H: SCORING KEY, SCORING SUMMARY, AND INTERPRETIVE GUIDE FOR THE WORLDVIEW ASSESSMENT INSTRUMENT
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APPENDIX I: ADDITIONAL SUGGESTIONS FOR USE OF THE WORLDVIEW ASSESSMENT INSTRUMENT IN PSYCHOLOGICAL RESEARCH: This appendix makes recommendations for the use of the WAI in research in areas of psychology other than process and outcome in generic and multicultural counseling and psychotherapy. (Recommendations for research in those areas are made in Chapter 5.) Specifically, areas for which research suggestions are made include: training in counseling and psychotherapy, health psychology; educational psychology; cross-cultural psychology; developmental, personality, and social psychology; abnormal psychology and psychopathology; psychology of religion and transpersonal psychology; peach psychology; and, metapsychology and the search for unifying perspectives in psychology. The WAI would be useful to address all of the research questions noted below in each of these areas.
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APPENDIX J: OUTLINES OF A PRELIMINARY THEORY OF WORLD VIEW: First, the need for theory in this area is described. Next, the world view construct is described in relation to two facets of the individual, the experiencing self and the acting self, by placing world view in relation to such constructs as sensation, acculturation, memory, perception, motivation, agency, persona, and cognition. The world views of others and the way these affect an individual's experiences are discussed. General and testable propositions are derived from the theory. An overall evaluation of the theory is made. A summary concludes the appendix.
Journal Articles by Mark E Koltko-Rivera
Journal of Humanistic Psychology, 1989
This article responds to Schneider's (1987) critique of transpersonal psychology. It is contended... more This article responds to Schneider's (1987) critique of transpersonal psychology. It is contended that Schneider seriously misunderstood the concepts of transpersonal consciousness and transpersonal psychology. Transpersonal consciousness is attainable, as evidenced by abundant credible literature, but it is not immediately available on command by anyone at any given moment. Research suggests that transpersonal consciousness is positively related to mental health. Transpersonal consciousness can have beneficial and significant social, therapeutic, and life-style consequences. Transpersonal psychology is as scientifically feasible as are most areas of human psychology, but personal experience is necessary to investigate this area, and there are no guarantees that a given method of attaining transpersonal consciousness will be successful in a given instance.
Peace Psychology, 2007
In recent years, a conceptual tool has been described that can be of great utility to practitione... more In recent years, a conceptual tool has been described that can be of great utility to practitioners, researchers, and theorists in peace psychology: the construct of worldview (or 'world view'). In this article I describe the construct, its utility to those interested in peace psychology, some research questions, and practical matters of interest.
[Reference: Koltko-Rivera, M. E. (2007). The worldview construct and peace psychology. _Peace Psychology, 16_(1), 27-28. ]
Psychology of Religion Newsletter, 2006
An emerging trend in public discourse is a renewal of interest in psychological explanations of t... more An emerging trend in public discourse is a renewal of interest in psychological explanations of the phenomenon of religion. I point out some problems with that trend,
one of which is that it diverts attention from a more interesting issue: religious explanations of psychology (i.e., how religion influences individual and social psychological phenomena). I focus upon this more interesting issue, and how it might be addressed through the use of the construct of Weltanschauung, or worldview. It has been asserted that āwithin the psychology of religion, the cry for good theory remains at the level of cacophonyā (Spilka, Hood, Hunsberger, & Gorsuch, 2003, p. 539).My ambition here is to answer that cry in a useful way. I conclude with some suggestions for research.
Review of General Psychology, 2006
The conventional description of Abraham Maslowās (1943, 1954) hierarchy of needs is inaccurate as... more The conventional description of Abraham Maslowās (1943, 1954) hierarchy of needs is inaccurate as a description of Maslowās later thought. Maslow (1969a) amended his model, placing self-transcendence as a motivational step beyond self-actualization. Objections to this reinterpretation are considered. Possible reasons for the persistence of the conventional account are described. Recognizing self-transcendence as part of Maslowās hierarchy has important consequences for theory and research: (a)a more comprehensive understanding of worldviews regarding the meaning of life; (b) broader understanding of the motivational roots of altruism, social progress, and wisdom; (c) a deeper understanding of religious violence; (d) integration of the psychology of religion and spirituality into the mainstream of psychology; and (e) a more multiculturally integrated approach to psychological theory.
The General Psychologist, 2006
This paper was presented on the occasion of the author's receiving the George A. Miller Award for... more This paper was presented on the occasion of the author's receiving the George A. Miller Award for Best Paper in General Psychology from the Society for General Psychology (Division 1, American Psychological Association). From the paper:
"I am receiving this award for the article, 'The Psychology of
Worldviews' (Koltko-Rivera, 2004). Today, I will do four things.
First, I will briefly summarize the main points of that article, to
describe what worldviews are. Second, I will share my thoughts
about why the worldview construct has been ignored by disciplinary
psychology, and about why this situation must change.
Third, I will describe two ways in which focusing attention on
the worldview construct can help to further the cause of unification
in psychology. Fourth, in considering some of my work in
progress, I will describe a final, and somewhat controversial, way
in which we might further unification in psychology. My take home
message is that the worldview construct should form a
part of the research, practice, and theory agenda of every psychologist
within this building [i.e., the Washington, DC Convention
Center]; the construct is an important one for scientific and
professional psychology, and, as further benefits, its use can advance
the causes, not only of unification in psychology, but even
world peace."
[Reference: Koltko-Rivera, M. E. (2006, Spring). Worldviews, families, and grand theories: Strategies for unification in psychology. _The General Psychologist_, _41_(1), 11-14.]
Review of General Psychology, 2004
A worldview (or āworld viewā) is a set of assumptions about physical and social reality that may ... more A worldview (or āworld viewā) is a set of assumptions about physical and social reality that may have powerful effects on cognition and behavior. Lacking a comprehensive model or formal theory up to now, the construct has been underused. This article advances theory by addressing these gaps. Worldview is deļ¬ned. Major approaches to worldview are critically reviewed. Lines of evidence are described regarding world-view as a justiļ¬able construct in psychology. Worldviews are distinguished from schemas. A collated model of a worldviewās component dimensions is described. An integrated theory of worldview function is outlined, relating worldview to personality traits, motivation, affect, cognition, behavior, and culture. A worldview research agenda is outlined for personality and social psychology (including positive and peace psychology).
Journal of Humanistic Psychology, 1998
What we may call the transhuman/inhuman critique states that transpersonal psychology is centered... more What we may call the transhuman/inhuman critique states that transpersonal psychology is centered on cosmic issues rather than on human ones and so is not a human psychology at all. Abraham Maslow's statements to the effect that the transpersonal is ";transhuman, centered in the cosmos rather than in human needs" are considered evidence for this position. Analysis of Maslow's lesser-known writings indicates that Maslow, somewhat like J. Huxley, used "transhuman" to indicate the essentially human capacity to desire universal values like justice and truth over the satisfaction of purely personal needs. Thus, the transhuman/inhuman critique is based on a misreading of Maslow. The transpersonal is not inherently unpsychological or divorced from human concerns; rather, it represents an extension of psychology's vision of the human.
Psychotherapy, 1990
Koltko, M. E. (1990). Effective therapy with religious client requires knowing specific informat... more Koltko, M. E. (1990). Effective therapy with religious client requires knowing specific information about the client's religion. This article models a detailed analysis of Mormonism, the faith of The Church of Jesus Christ of Latter-day Saints. Major aspects are described and analyzed. Consideration is given to beliefs about potency of religion, one's relationship to God, grace and works, and personal inspiration.
Published Proceedings Papers by Mark E Koltko-Rivera
In D. Vincenzi, M. Mouloua, & P. A. Hancock (Eds.), Human performance, situation awareness and automation: Current research and trends (Vol. 1, pp. 249-252). , 2004
Affect is a much-neglected moderator of workload and performance. Research literature demonstrati... more Affect is a much-neglected moderator of workload and performance. Research literature demonstrating affect's influence on cognitive and physical tasks is summarized. In terms of cognitive performance, affect has been shown to influence memory function, decision making, problem solving, risk assessment, and performance on other cognitively loaded tasks. In terms of physical performance, affect has been shown to influence physical perceptions and interpersonal functioning, and to moderate performance on tasks that are heavily loaded for strenuous physical activity. Methodological suggestions are given regarding induction of affect in experimental studies, and assessment of affect. This paper presents the researcher in human performance, automation, and simulation with several resources: a rationale for including affect in the conceptualization of every study; a list of studies that demonstrate affect's role in moderating cognitive and physical performance; references to theoretical models for affect, performance, and workload; references for induction of effect; references for assessment of affect.
Patel (Ed.), _Systems, concepts and integration (SCI) methods and technologies for defense against terrorism_, Oct 25, 2005
Various subdisciplines of psychology are relevant to the defence against terrorism, in terms of a... more Various subdisciplines of psychology are relevant to the defence against terrorism, in terms of anti-terrorism, counter-terrorism, and terrorism consequence management.
_Anti-Terrorism_: Psychological methods can be applied to reduce vulnerabilities to attack and to encourage the general public to identify infrastructure and other vulnerabilities.
_Counter-Terrorism_: Psychological techniques are available to assess and improve terrorism awareness in the general population. The detection performance of counter-terrorism personnel can be improved: psychological methods can enhance situation awareness, situated cognition, detection capabilities, and decision-making; automated expert system tools employing fuzzy signal detection can assist personnel; other psychological techniques can enhance individual and team function, personnel selection and training. Psychological principles can also be applied to obstruct and impede terrorist functioning.
_Consequence Management_: Psychological methods can be used to enhance capabilities of first responders, improve escape and evacuation procedures for civilians, promote resilience in the general population, and treat victims of terrorism more effectively. We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Psychological strategies for the defence against terrorism. In B. Patel (Ed.), _Systems, concepts and integration (SCI) methods and technologies for defense against terrorism: Proceedings of the NATO Research and Technology Organisation SCI-158 Symposium (London, 25-27 October 2004)_. Paris, France: NATO Research and Technology Organisation. ]
Proceedings of the Human Factors and Ergonomics Society, 2005
The relationship between theory and discipline is problematic for human factors and ergonomics (H... more The relationship between theory and discipline is problematic for human factors and ergonomics (HFE). We address the following constituent issues: (a) the present state of theory usage in HFE; (b) the reasons underlying this state; (c) the need for theory in HFE; (d) what HFE professionals (including educators, journal editors, and individual researchers) should do to encourage the proper use of theory; and, (e) the outlines of a metatheory of HFE. A metatheory is a general framework that may help professionals to construct more useful specific theories. Our metatheory of HFE involves five basic units, or classes of variables: task, environment, personnel, tool, and performance. Each unit in turn has multiple components (i.e., specific variables). Use of the metatheory is illustrated with specific examples. Our hope is that researchers will be motivated to make explicit and useful connections between their research and necessary theory, to the improvement of both; the metatheory may be useful in this endeavor.
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Why and how human factors and ergonomics professionals can better use theory (metatheory included; some assembly required). _Proceedings of the Human Factors and Ergonomics Society, 49_, 881-885.]
Salvendy, G. (Ed.). HCI International 2005: 11th International Conference on Human-Computer Interaction [CD-ROM, unpaginated]. Mahwah, NJ: Erlbaum., 2005
Augmented Cognition researchers have much to gain from critiques situated within the philosophy o... more Augmented Cognition researchers have much to gain from critiques situated within the philosophy of psychology, theoretical psychology, and āgeneralā (i.e., unified) psychology. A legitimate theory of Augmented Cognition would help guide research; to say simply that ācognitive psychologyā is the underlying theory of Augmented Cognition will not do the job. Cognition, even physiologically, deeply interconnects with affect, motivation, and personality. The constructs of ācognitive statusā and ācognitive processā must be much more clearly defined than they are at present. Current indicators or āgaugesā of cognitive status present with serious problems that must be recognized to facilitate future progress in the field. Theoretical clarity will lead to stronger research in Augmented Cognition.
Salvendy, G. (Ed.). (2005). _HCI International 2005: 11th International Conference on Human-Computer Interaction_ [CD-ROM, unpaginated]. Mahwah, NJ: Erlbaum.
Of necessity, the Augmented Cognition (AugCog) research program, in order to be pursued successfu... more Of necessity, the Augmented Cognition (AugCog) research program, in order to be pursued successfully, likely will provoke important and far-reaching developments in cognitive science, as spin-off products. These include a theoretical clarification of 'cognitive status/state' and 'cognitive process/function,' and improved methods of measuring these constructs. A brain mapping project on the scale (and the payoff) of the Human Genome Project will also spin off of the AugCog research; said spin-off may itself lead to a major development in artificial intelligence. Finally, the relationship of cognition, affect, motivation, and personality will of necessity be clarified in the process of pursuing the AugCog program.
Stanney & Zyda (Eds.), _Advances in virtual environments technology_ [CD-ROM, unpaginated], Aug 2005
Virtual reality (VR) is a powerful technology with a potential for far-ranging social and psychol... more Virtual reality (VR) is a powerful technology with a potential for far-ranging social and psychological impact. Disciplinary psychology and other social sciences should take a proactive stance in relation to VR, and conduct research to help determine the outlines of this potential impact, with the hope of affecting its direction. This article describes some potential psychosocial effects of a āseamless VRā such as might exist in the year 2025, in relation to several societal domains: private experience, home and family, and religion and spirituality. Research questions are described, as are several approaches to research in this area. Engineering and social science professionals should cooperate in research regarding the potential societal effects of VR.
[Reference: Koltko-Rivera, M. E. (2005). The potential societal impact of virtual reality. In K. M. Stanney & M. Zyda (Eds.), _Advances in virtual environments technology: Musings on design, evaluation, and applications_. Volume 9 in G. Salvendy (Series Ed.), _HCI International 2005: 11th International Conference on Human-Computer Interaction_ [CD-ROM, unpaginated]. Mahwah, NJ: Erlbaum. ]
Proceedings of the Army Science Conference
Premature attrition is a significant problem in the military, with an impact on available forces,... more Premature attrition is a significant problem in the military, with an impact on available forces, and on expenses for accession and training. A significant proportion of premature attrition is due to undetected psychiatric conditions, present at entry into the armed forces. However, in-depth psychiatric interviews of all potential recruits presents an impractical solution. It would be desirable to have a psychiatric screen to use before or soon after induction. Such a screen would highlight the need to present certain individuals for further psychiatric evaluation. This presentation reports data regarding the discriminant, convergent, and concurrent criterion-related validity of a prototype of one such screen, the Entry Psychiatric Screen (EPS) V.1, which screens for anxiety, depression, mania, psychosis, and antisocial tendencies. Data gathered from over 400 induction-age college students indicates that the scales of the EPS demonstrate adequate discriminant and convergent validity. In addition, the scales of the EPS were either as good as or superior to several commercially available instruments, in terms of distinguishing participants who either had or did not have a history of psychiatric diagnosis.
[Reference: Koltko-Rivera, M. E., & Niebuhr, D. W. (2004). The Entry Psychiatric Screen (EPS): A psychiatric screening procedure for applicants for military service. In _Proceedings of the Army Science Conference_ [CD-ROM, unpaginated]. Washington, DC: United States Army.]
Proceedings of the Human Factors and Ergonomics Society, 2004
Researchers in human factors and ergonomics (HF/E) are encouraged to consider two classes of pred... more Researchers in human factors and ergonomics (HF/E) are encouraged to consider two classes of predictor variables that typically are not included in traditional performance research: worldview and acculturation. Worldviews are sets of assumptions about life and the physical and social worlds. Acculturation involves the degree of commitment made to a culture's set of values and practices. Worldview and acculturation are highly relevant to performance. Two worldview variables, IndividualismāCollectivism and Locus of Control, have attracted research interest. At least four other dimensions within Koltko-Rivera's (2004) collated model of worldview are likely to be relevant to performance: mutability, time orientation, relation to authority, and interaction. As industrialized societies become more diverse, acculturation becomes more relevant to performance. Several areas are identified for future research, such as worldview/acculturationātask interactions, and team cognition. Assessment instrumentation is briefly described.
[Reference: Koltko-Rivera, M. E., Ganey, H. C. N., Dalton, J., & Hancock, P. A. (2004). Worldview and acculturation as predictors of performance: Addressing these variables in human factors/ergonomics research. In _Proceedings of the Human Factors and Ergonomics Society_, _48_, 1223-1227.]
Vincenzi, Mouloua, & Hancock (Eds.), _Human performance, situation awareness and automation: Current research and trends_, 2004
This paper reflects on issues raised in Schaab's (2004) presentation concerning personality chara... more This paper reflects on issues raised in Schaab's (2004) presentation concerning personality characteristics of the cyber-competent. Schaab's findings raise the possibility that personality traits affect cyber-competence, an insight that is certainly congruent with everyday experience, where personality is seen as affecting human performance in many ways. To apply personality theory to human factors domains, researchers have available to them a variety of theoretical frameworks to study traits (including factorial and circumplex models) and motives (including specific motive and motivational structure theories), for all of which operationalizations are available. There is also a pressing need to develop a set of scales to assess attitudes towards high technology. Human factors researchers should use these theoretical frameworks and operationalizations to study how personality moderates human interaction with the products of high technology (e.g., computers, robots, software agents); this would be the first step in learning how to enhance the cyber-competence of all people.
[Reference: Koltko-Rivera, M. E. (2004). Personality theory and human factors research. In D. Vincenzi, M. Mouloua, & P. A. Hancock (Eds.), _Human performance, situation awareness and automation: Current research and trends_ (Vol. 2, pp. 261-265). Mahwah, NJ: Erlbaum.]
Conference Presentations by Mark E Koltko-Rivera
American Psychological Association Convention, 1991
This study examined one of the fundamental questions in humanistic and transpersonal psychology: ... more This study examined one of the fundamental questions in humanistic and transpersonal psychology: what kind of relationship exists between transcendent experience and personal psychological well-being? College undergraduates (N=92) at three colleges were asked to recall their "most wonderful" experience, and then to complete an adaptation of Hood's M Scale to assess the presence of mystical or transcendent aspects of this experience. Participants also completed an adaptation of Heath's Perceived Self Questionnaire to assess personal maturity. Correlational analysis revealed that, generally, the higher the degree of mystical qualities in the participant's experiences, the lower the degree of maturity; however, the opposite pattern was noted for experiences which involved noetic qualities, where the individual felt that she or he had gained valid knowledge through some kind of insight. Noetically weighted experiences are associated with a higher degree of maturity in this college-age group. These data suggest the need for a developmental approach to the study of transcendent experience.
This presentation addresses ways to facilitate the propagation of the humanistic perspective thro... more This presentation addresses ways to facilitate the propagation of the humanistic perspective throughout disciplinary psychology. To inform psychologists and students about the existence of a vital humanistic psychology movement, and to communicate an accurate image of humanistic psychology, a threefold program is proposed for members of APA Division 32 to involve themselves in: (1) communicate the worth of the humanistic perspective (through talks at undergraduate and graduate schools, as well as articles in divisional newsletters and journals and convention programs); (2) invite others to the humanistic perspective; and (3) generate humanistic psychology (through publication of qualitative and quantitative research in core and divisional APA journals). A sloganā " Humanistic Psychology: The Psychology of Meaning " āis placed in the public domain.
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Dissertation by Mark E Koltko-Rivera
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The objective of this study was the development and preliminary validation of a multi-scale instrument to assess selected world view assumptions that are relevant to psychotherapy and counseling.
- - - - -
Ch. 1: THE RESEARCH OBJECTIVE: This chapter presents: a) an introduction to the world view construct, b) some reasons why the study of this construct is important for the discipline of psychology, c) a description of the assessment challenges in this area, d) a formal statement of research objectives, and e) conceptual and operational definitions of the world view construct and those aspects of it that are addressed in this study.
- - - - -
Ch. 2: REVIEW OF RELATED LITERATURE: This chapter has for parts. The first part summarizes a few major attempts to conceptualize the world view construct, specifically in terms of the through of Freud, F. R. Kluckhohn, and D. W. Sue. (The reader is referred to Appendix A for a consideration of the contributions made by several other thinkers, including Pepper, Kelly, Maslow, and others.) The second part of the chapter focuses on dimensions of the world view construct that have been recommended as particularly relevant for counseling and psychotherapy, in the work of Bergin, D. W. Sue, Trevino, and Triandis. This part concludes with the selection of specific world view dimensions as the focus for the psychometric development effort in the present study. The third part of the chapter describes each of the dimensions of world view selected for attention in the present study. These dimensions are described as they are considered in the world view literature, and, selectively, in the general psychological literature. The fourth part of the chapter describes previous assessment efforts made with respect to these world view dimensions. A summary concludes the chapter.
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Ch. 3: THE METHOD. This chapter first outlines the iterative development process as a whole. Then, the chapter describes the methods used and the results obtained during the various modules of the process, called Studies 1 through 5. (Chapter 4, Results, describes the results obtained during the final iteration of the instrument development cycle, Study 5.) Finally, the chapter describes some of the limitations of the survey method, and ways in which some of these limitations were addressed. A summary concludes the chapter.
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Ch. 4: RESULTS: This chapter reports in detail the findings of Study 5, which had as its purpose the development of final scales for the Worldview Assessment Instrument (WAI). First, the sample is described in detail. Second, the results of an item-level factor analysis are given in detail. Third, the resulting scales are described in terms of their distributions, correlations, and reliabilities. Fourth, the scale-level factor structure of the WAI is described. The fifth and final section summarizes the chapter.
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Ch. 5: SUMMARY AND DISCUSSION: The first part of this chapter evaluates the success of the present research project in terms of its psychometric objective. The second part of the chapter sets out recommendations for further validation efforts regarding the WAI. The third part of the chapter reflects on what the present study has to contribute to a discussion of contemporary American world view beliefs. The fourth part of the chapter discusses what the present study reveals concerning higher-order world view structures. The fifth part of the chapter makes recommendations for the use of the WAI in research within generic and multicultural counseling and psychotherapy. A summary concludes the chapter.
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BIBLIOGRAPHY
- - - - -
APPENDIX A: REVIEW OF PREVIOUS APPROACHES TO DESCRIBING AND ASSESSING THE WORLD VIEW CONSTRUCT: After a brief description of religio-philosophical approaches to world view through the late 19th century, we shall consider several 20th century theorists and research investigators. For each of the major 20th century theorists, we shall consider contributions to a model of world view, and critiques that can be made of the model. Available instrumentation is mentioned briefly.
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APPENDIX B: A CONSOLIDATION OF MODELS OF WORLD VIEW: THE COLLATED APPROACH: I pull together the various dimensions which have been used to describe world view in the models related in Chapter 2 and Appendix A.
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APPENDIX C: INSTRUMENT PROTOCOL FOR STUDY 5: DEVELOPMENT VERSION 5 AND DEMOGRAPHIC QUESTIONNAIRE.
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APPENDIX D: ITEMS OF DEVELOPMENT VERSION 5 SORTED BY SCALE.
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APPENDIX E: ORAL INVITATION TO PARTICIPATE
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APPENDIX F: ITEM-LEVEL FACTOR ANALYSIS OF WAI AND LOCUS OF CONTROL SCALES
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APPENDIX G: THE WORLDVIEW ASSESSMENT INSTRUMENT (WAI)
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APPENDIX H: SCORING KEY, SCORING SUMMARY, AND INTERPRETIVE GUIDE FOR THE WORLDVIEW ASSESSMENT INSTRUMENT
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APPENDIX I: ADDITIONAL SUGGESTIONS FOR USE OF THE WORLDVIEW ASSESSMENT INSTRUMENT IN PSYCHOLOGICAL RESEARCH: This appendix makes recommendations for the use of the WAI in research in areas of psychology other than process and outcome in generic and multicultural counseling and psychotherapy. (Recommendations for research in those areas are made in Chapter 5.) Specifically, areas for which research suggestions are made include: training in counseling and psychotherapy, health psychology; educational psychology; cross-cultural psychology; developmental, personality, and social psychology; abnormal psychology and psychopathology; psychology of religion and transpersonal psychology; peach psychology; and, metapsychology and the search for unifying perspectives in psychology. The WAI would be useful to address all of the research questions noted below in each of these areas.
- - - - -
APPENDIX J: OUTLINES OF A PRELIMINARY THEORY OF WORLD VIEW: First, the need for theory in this area is described. Next, the world view construct is described in relation to two facets of the individual, the experiencing self and the acting self, by placing world view in relation to such constructs as sensation, acculturation, memory, perception, motivation, agency, persona, and cognition. The world views of others and the way these affect an individual's experiences are discussed. General and testable propositions are derived from the theory. An overall evaluation of the theory is made. A summary concludes the appendix.
Journal Articles by Mark E Koltko-Rivera
[Reference: Koltko-Rivera, M. E. (2007). The worldview construct and peace psychology. _Peace Psychology, 16_(1), 27-28. ]
one of which is that it diverts attention from a more interesting issue: religious explanations of psychology (i.e., how religion influences individual and social psychological phenomena). I focus upon this more interesting issue, and how it might be addressed through the use of the construct of Weltanschauung, or worldview. It has been asserted that āwithin the psychology of religion, the cry for good theory remains at the level of cacophonyā (Spilka, Hood, Hunsberger, & Gorsuch, 2003, p. 539).My ambition here is to answer that cry in a useful way. I conclude with some suggestions for research.
"I am receiving this award for the article, 'The Psychology of
Worldviews' (Koltko-Rivera, 2004). Today, I will do four things.
First, I will briefly summarize the main points of that article, to
describe what worldviews are. Second, I will share my thoughts
about why the worldview construct has been ignored by disciplinary
psychology, and about why this situation must change.
Third, I will describe two ways in which focusing attention on
the worldview construct can help to further the cause of unification
in psychology. Fourth, in considering some of my work in
progress, I will describe a final, and somewhat controversial, way
in which we might further unification in psychology. My take home
message is that the worldview construct should form a
part of the research, practice, and theory agenda of every psychologist
within this building [i.e., the Washington, DC Convention
Center]; the construct is an important one for scientific and
professional psychology, and, as further benefits, its use can advance
the causes, not only of unification in psychology, but even
world peace."
[Reference: Koltko-Rivera, M. E. (2006, Spring). Worldviews, families, and grand theories: Strategies for unification in psychology. _The General Psychologist_, _41_(1), 11-14.]
Published Proceedings Papers by Mark E Koltko-Rivera
_Anti-Terrorism_: Psychological methods can be applied to reduce vulnerabilities to attack and to encourage the general public to identify infrastructure and other vulnerabilities.
_Counter-Terrorism_: Psychological techniques are available to assess and improve terrorism awareness in the general population. The detection performance of counter-terrorism personnel can be improved: psychological methods can enhance situation awareness, situated cognition, detection capabilities, and decision-making; automated expert system tools employing fuzzy signal detection can assist personnel; other psychological techniques can enhance individual and team function, personnel selection and training. Psychological principles can also be applied to obstruct and impede terrorist functioning.
_Consequence Management_: Psychological methods can be used to enhance capabilities of first responders, improve escape and evacuation procedures for civilians, promote resilience in the general population, and treat victims of terrorism more effectively. We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Psychological strategies for the defence against terrorism. In B. Patel (Ed.), _Systems, concepts and integration (SCI) methods and technologies for defense against terrorism: Proceedings of the NATO Research and Technology Organisation SCI-158 Symposium (London, 25-27 October 2004)_. Paris, France: NATO Research and Technology Organisation. ]
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Why and how human factors and ergonomics professionals can better use theory (metatheory included; some assembly required). _Proceedings of the Human Factors and Ergonomics Society, 49_, 881-885.]
[Reference: Koltko-Rivera, M. E. (2005). The potential societal impact of virtual reality. In K. M. Stanney & M. Zyda (Eds.), _Advances in virtual environments technology: Musings on design, evaluation, and applications_. Volume 9 in G. Salvendy (Series Ed.), _HCI International 2005: 11th International Conference on Human-Computer Interaction_ [CD-ROM, unpaginated]. Mahwah, NJ: Erlbaum. ]
[Reference: Koltko-Rivera, M. E., & Niebuhr, D. W. (2004). The Entry Psychiatric Screen (EPS): A psychiatric screening procedure for applicants for military service. In _Proceedings of the Army Science Conference_ [CD-ROM, unpaginated]. Washington, DC: United States Army.]
[Reference: Koltko-Rivera, M. E., Ganey, H. C. N., Dalton, J., & Hancock, P. A. (2004). Worldview and acculturation as predictors of performance: Addressing these variables in human factors/ergonomics research. In _Proceedings of the Human Factors and Ergonomics Society_, _48_, 1223-1227.]
[Reference: Koltko-Rivera, M. E. (2004). Personality theory and human factors research. In D. Vincenzi, M. Mouloua, & P. A. Hancock (Eds.), _Human performance, situation awareness and automation: Current research and trends_ (Vol. 2, pp. 261-265). Mahwah, NJ: Erlbaum.]
Conference Presentations by Mark E Koltko-Rivera
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The objective of this study was the development and preliminary validation of a multi-scale instrument to assess selected world view assumptions that are relevant to psychotherapy and counseling.
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Ch. 1: THE RESEARCH OBJECTIVE: This chapter presents: a) an introduction to the world view construct, b) some reasons why the study of this construct is important for the discipline of psychology, c) a description of the assessment challenges in this area, d) a formal statement of research objectives, and e) conceptual and operational definitions of the world view construct and those aspects of it that are addressed in this study.
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Ch. 2: REVIEW OF RELATED LITERATURE: This chapter has for parts. The first part summarizes a few major attempts to conceptualize the world view construct, specifically in terms of the through of Freud, F. R. Kluckhohn, and D. W. Sue. (The reader is referred to Appendix A for a consideration of the contributions made by several other thinkers, including Pepper, Kelly, Maslow, and others.) The second part of the chapter focuses on dimensions of the world view construct that have been recommended as particularly relevant for counseling and psychotherapy, in the work of Bergin, D. W. Sue, Trevino, and Triandis. This part concludes with the selection of specific world view dimensions as the focus for the psychometric development effort in the present study. The third part of the chapter describes each of the dimensions of world view selected for attention in the present study. These dimensions are described as they are considered in the world view literature, and, selectively, in the general psychological literature. The fourth part of the chapter describes previous assessment efforts made with respect to these world view dimensions. A summary concludes the chapter.
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Ch. 3: THE METHOD. This chapter first outlines the iterative development process as a whole. Then, the chapter describes the methods used and the results obtained during the various modules of the process, called Studies 1 through 5. (Chapter 4, Results, describes the results obtained during the final iteration of the instrument development cycle, Study 5.) Finally, the chapter describes some of the limitations of the survey method, and ways in which some of these limitations were addressed. A summary concludes the chapter.
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Ch. 4: RESULTS: This chapter reports in detail the findings of Study 5, which had as its purpose the development of final scales for the Worldview Assessment Instrument (WAI). First, the sample is described in detail. Second, the results of an item-level factor analysis are given in detail. Third, the resulting scales are described in terms of their distributions, correlations, and reliabilities. Fourth, the scale-level factor structure of the WAI is described. The fifth and final section summarizes the chapter.
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Ch. 5: SUMMARY AND DISCUSSION: The first part of this chapter evaluates the success of the present research project in terms of its psychometric objective. The second part of the chapter sets out recommendations for further validation efforts regarding the WAI. The third part of the chapter reflects on what the present study has to contribute to a discussion of contemporary American world view beliefs. The fourth part of the chapter discusses what the present study reveals concerning higher-order world view structures. The fifth part of the chapter makes recommendations for the use of the WAI in research within generic and multicultural counseling and psychotherapy. A summary concludes the chapter.
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BIBLIOGRAPHY
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APPENDIX A: REVIEW OF PREVIOUS APPROACHES TO DESCRIBING AND ASSESSING THE WORLD VIEW CONSTRUCT: After a brief description of religio-philosophical approaches to world view through the late 19th century, we shall consider several 20th century theorists and research investigators. For each of the major 20th century theorists, we shall consider contributions to a model of world view, and critiques that can be made of the model. Available instrumentation is mentioned briefly.
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APPENDIX B: A CONSOLIDATION OF MODELS OF WORLD VIEW: THE COLLATED APPROACH: I pull together the various dimensions which have been used to describe world view in the models related in Chapter 2 and Appendix A.
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APPENDIX C: INSTRUMENT PROTOCOL FOR STUDY 5: DEVELOPMENT VERSION 5 AND DEMOGRAPHIC QUESTIONNAIRE.
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APPENDIX D: ITEMS OF DEVELOPMENT VERSION 5 SORTED BY SCALE.
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APPENDIX E: ORAL INVITATION TO PARTICIPATE
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APPENDIX F: ITEM-LEVEL FACTOR ANALYSIS OF WAI AND LOCUS OF CONTROL SCALES
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APPENDIX G: THE WORLDVIEW ASSESSMENT INSTRUMENT (WAI)
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APPENDIX H: SCORING KEY, SCORING SUMMARY, AND INTERPRETIVE GUIDE FOR THE WORLDVIEW ASSESSMENT INSTRUMENT
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APPENDIX I: ADDITIONAL SUGGESTIONS FOR USE OF THE WORLDVIEW ASSESSMENT INSTRUMENT IN PSYCHOLOGICAL RESEARCH: This appendix makes recommendations for the use of the WAI in research in areas of psychology other than process and outcome in generic and multicultural counseling and psychotherapy. (Recommendations for research in those areas are made in Chapter 5.) Specifically, areas for which research suggestions are made include: training in counseling and psychotherapy, health psychology; educational psychology; cross-cultural psychology; developmental, personality, and social psychology; abnormal psychology and psychopathology; psychology of religion and transpersonal psychology; peach psychology; and, metapsychology and the search for unifying perspectives in psychology. The WAI would be useful to address all of the research questions noted below in each of these areas.
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APPENDIX J: OUTLINES OF A PRELIMINARY THEORY OF WORLD VIEW: First, the need for theory in this area is described. Next, the world view construct is described in relation to two facets of the individual, the experiencing self and the acting self, by placing world view in relation to such constructs as sensation, acculturation, memory, perception, motivation, agency, persona, and cognition. The world views of others and the way these affect an individual's experiences are discussed. General and testable propositions are derived from the theory. An overall evaluation of the theory is made. A summary concludes the appendix.
[Reference: Koltko-Rivera, M. E. (2007). The worldview construct and peace psychology. _Peace Psychology, 16_(1), 27-28. ]
one of which is that it diverts attention from a more interesting issue: religious explanations of psychology (i.e., how religion influences individual and social psychological phenomena). I focus upon this more interesting issue, and how it might be addressed through the use of the construct of Weltanschauung, or worldview. It has been asserted that āwithin the psychology of religion, the cry for good theory remains at the level of cacophonyā (Spilka, Hood, Hunsberger, & Gorsuch, 2003, p. 539).My ambition here is to answer that cry in a useful way. I conclude with some suggestions for research.
"I am receiving this award for the article, 'The Psychology of
Worldviews' (Koltko-Rivera, 2004). Today, I will do four things.
First, I will briefly summarize the main points of that article, to
describe what worldviews are. Second, I will share my thoughts
about why the worldview construct has been ignored by disciplinary
psychology, and about why this situation must change.
Third, I will describe two ways in which focusing attention on
the worldview construct can help to further the cause of unification
in psychology. Fourth, in considering some of my work in
progress, I will describe a final, and somewhat controversial, way
in which we might further unification in psychology. My take home
message is that the worldview construct should form a
part of the research, practice, and theory agenda of every psychologist
within this building [i.e., the Washington, DC Convention
Center]; the construct is an important one for scientific and
professional psychology, and, as further benefits, its use can advance
the causes, not only of unification in psychology, but even
world peace."
[Reference: Koltko-Rivera, M. E. (2006, Spring). Worldviews, families, and grand theories: Strategies for unification in psychology. _The General Psychologist_, _41_(1), 11-14.]
_Anti-Terrorism_: Psychological methods can be applied to reduce vulnerabilities to attack and to encourage the general public to identify infrastructure and other vulnerabilities.
_Counter-Terrorism_: Psychological techniques are available to assess and improve terrorism awareness in the general population. The detection performance of counter-terrorism personnel can be improved: psychological methods can enhance situation awareness, situated cognition, detection capabilities, and decision-making; automated expert system tools employing fuzzy signal detection can assist personnel; other psychological techniques can enhance individual and team function, personnel selection and training. Psychological principles can also be applied to obstruct and impede terrorist functioning.
_Consequence Management_: Psychological methods can be used to enhance capabilities of first responders, improve escape and evacuation procedures for civilians, promote resilience in the general population, and treat victims of terrorism more effectively. We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
We propose possible configurations for psychological consulting teams who would help defence authorities use these strategies to address terrorist activity.
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Psychological strategies for the defence against terrorism. In B. Patel (Ed.), _Systems, concepts and integration (SCI) methods and technologies for defense against terrorism: Proceedings of the NATO Research and Technology Organisation SCI-158 Symposium (London, 25-27 October 2004)_. Paris, France: NATO Research and Technology Organisation. ]
[Reference: Koltko-Rivera, M. E., & Hancock, P. A. (2005). Why and how human factors and ergonomics professionals can better use theory (metatheory included; some assembly required). _Proceedings of the Human Factors and Ergonomics Society, 49_, 881-885.]
[Reference: Koltko-Rivera, M. E. (2005). The potential societal impact of virtual reality. In K. M. Stanney & M. Zyda (Eds.), _Advances in virtual environments technology: Musings on design, evaluation, and applications_. Volume 9 in G. Salvendy (Series Ed.), _HCI International 2005: 11th International Conference on Human-Computer Interaction_ [CD-ROM, unpaginated]. Mahwah, NJ: Erlbaum. ]
[Reference: Koltko-Rivera, M. E., & Niebuhr, D. W. (2004). The Entry Psychiatric Screen (EPS): A psychiatric screening procedure for applicants for military service. In _Proceedings of the Army Science Conference_ [CD-ROM, unpaginated]. Washington, DC: United States Army.]
[Reference: Koltko-Rivera, M. E., Ganey, H. C. N., Dalton, J., & Hancock, P. A. (2004). Worldview and acculturation as predictors of performance: Addressing these variables in human factors/ergonomics research. In _Proceedings of the Human Factors and Ergonomics Society_, _48_, 1223-1227.]
[Reference: Koltko-Rivera, M. E. (2004). Personality theory and human factors research. In D. Vincenzi, M. Mouloua, & P. A. Hancock (Eds.), _Human performance, situation awareness and automation: Current research and trends_ (Vol. 2, pp. 261-265). Mahwah, NJ: Erlbaum.]
Poster presented at the 116th Annual Convention of the American Psychological Association, Boston, Massachusetts, USA, August 14-17, 2008.
Conference Session #1199, presented Thursday, August 14, 2008, 1:00 p.m.ā1:50 p.m., in Exhibit Halls A and B1 of the Boston Convention and Exhibition Center, Position J-12.
General Psychology (APA Division 1). The Initiative is commissioned to develop a
national virtual research collaborative that pools data from treatment of real clients by
practitioners in a wide variety of practice settings. The Initiative has the objective of
facilitating research into psychological intervention in ways that have heretofore not
been practical, because of the number of research participants required to address
questions involving multiple variables and their interactions. The broad outlines of the
Initiative are described. Various invitations to participate and support this effort are
issued to individual practitioners and researchers, as well as to the APA Executive
Committee and the APA Science and Practice Directorates.
Paper presented at the 115th Annual Convention of the American Psychological
Association, San Francisco, California, USA, August 17-20, 2007.
Conference Session #1166: Paper Session, āInnovations in Psychology.ā
Abstract. The research objective of this study was to develop measures to assess selected aspects of world view-aspects that are relevant to research in psychotherapy and counseling, but that are conceptualized in relation to a more comprehensive consideration of the dimensions of world view as these emerged from the theoretical and research literature.
Chapter I (The Research Objective) presents: a) an introduction to the worldview construct, b) some reasons why the study of this construct is important for the discipline of psychology, c) a description of the assessment challenges in this area, d) a formal statement of research objectives, and e) conceptual and operational definitions of the world
view construct and those aspects of it that are addressed in this study.
Chapter II (Review of Related Literature) has four parts. The first part summarizes a few major attempts to conceptualize the world view construct, specifically in terms of the thought of Freud, F. R. Kluckhohn, and D. W. Sue. (The reader is referred to Appendix A for a consideration of the contributions made by several other thinkers, including Pepper, Kelly, Maslow, and others.) The second part of the chapter focuses on dimensions of the worldview construct that have been recommended as particularly relevant for counseling and psychotherapy, in the work of Bergin, D.W. Sue, Trevino, and Triandis. This part concludes Ā·with the selection of specific worldview dimensions as the focus for the psychometric development effort in the present study. The third part of the chapter describes each of the dimensions of worldview selected for attention in the present study. These dimensions are described as they are considered in the worldview
literature and, selectively, in the general psychological literature. The fourth part of the chapter describes previous assessment efforts made with respect to these worldview dimensions. A summary concludes the chapter.
Chapter III (Methods): The development of the Worldview Assessment Instrument
(WAI) was an iterative process. This chapter first outlines the process as a whole.
Then, the chapter describes the methods used and the results obtained
during the various modules of the process, called Studies 1 through 5. Finally, the
chapter describes some of the limitations of the survey method, and
Ā·ways in which some of these limitations were addressed. A summary
concludes the chapter.
Chapter IV (Results): This chapter reports in detail the findings of Study 5, which had
as its purpose the development of final scales for the Worldview Assessment Instrument (WAI). First, the sample is described in detail. Second, the results of an item-level factor analysis are given in detail. Third, the resulting scales are described in terms of their distributions, correlations, and reliabilities. Fourth, the scale-level factor structure of the WAI is described. The fifth and final section summarizes the chapter.
Chapter (Summary & Discussion): The first part of this chapter evaluates the success of the present research project in terms of its psychometric objective. The second part of the chapter sets out recommendations for further validation efforts regarding the WAI. The third part of the chapter reflects on what the present study has to contribute to a discussion of contemporary American world view beliefs. The fourth part of the chapter discusses what the present study reveals concerning higher-order world view
structures. The fifth part of the chapter makes recommendations for the use of the WAI in research within generic and multicultural counseling and psychotherapy. A summary concludes the chapter.
Appendix A: Review of Previous Approaches to Describing and Assessing the World View Construct.
App. B: A Consolidation of Models of World View: The Collated Approach
App. C: Instrument Protocol for Study 5
App. D: Items of Development Version 5 Sorted by Scale
App. E: Oral Invitation to Participate
App. F: Item-Level Factor Analysis of WAI and Locus of Control Scales
App. G: The Worldview Assessment Instrument (WAI)
App. H: Scoring Key, Scoring Summary, and Interpretive Guide for the WAI
App. I: Additional Suggestions for Use of the WAI in Psychological Research
App. J: Outline of a Preliminary Theory of World View