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Cognitive behavioural therapy is not universally evidence-based: implications for eating disorders
No full text****This paper has now been published in the Journal of Eating Disorders****
Link: https://link.springer.com/article/10.1186/s40337-026-01558-1
Cognitive behavioural therapy (CBT) is widely described as an evidence-based psychological treatment, including within eating disorder (ED) care. However, evidence claims are only valid within the boundaries of the populations, outcome measures, and service contexts represented in the underlying trials. This paper argues that CBT is not universally evidence-based and that extending its evidentiary status to neurodivergent people and Indigenous, First Nations, and Māori communities is not currently justified. Drawing on decolonial and neurodiversity scholarship and lived experience-led literature, the paper shows how research designs prioritising internal validity have contributed to an evidence base that functions as a methodological echo chamber, reproducing findings drawn predominantly from white, Western, largely neurotypical samples. As a result, CBT trials often lack external validity for communities whose experiences of distress are shaped by sensory processing differences, executive functioning difficulties, systemic discrimination, food insecurity, and the colonial legacy of trauma, erasure, and dispossession. In ED care, these limitations are amplified by diagnostic frameworks and outcome measures that privilege weight-centric approaches and neuronormative and Eurocentric cognitive models while overlooking sensory, somatic, cultural, and socio-political drivers of illness. Evidence from autistic and Indigenous participants documents mis-attunement and iatrogenic harm within standard CBT-based pathways for EDs. The paper concludes that universal claims about CBT are not supported by the current evidence base and are better understood as population-specific evidence claims grounded in co-designed trials, culturally valid measurement, and implementation research demonstrating safety, relevance, and benefit for diverse communities
TOQ — Hub (Zenodo + OSF + ORCID)
No full textHub du programme TOQ : index de lecture, liens DOI Zenodo, organisation des modules (LGU/LOU/TOQ P/TOQ N). Zenodo est la source officielle des dépôts (DOI + versions)
Moral Penalty Effect: Overuse of Moral Language Dampens Online Content Engagement
No full textCode for replicating data analysis
How Crisis Reshapes Government Talent
No full textHow do public servants respond to institutional crises? Existing theories emphasize bureaucratic resilience, but shocks that generate workplace dysfunction and threaten professional identity may affect the stability of bureaucratic labor. To address this question, we study the aftermath of the storming of the U.S. capitol on January 6, 2021. Using comprehensive data on congressional staffers from 2008-2022, we find increased turnover in Democratic offices relative to Republican offices. Subsequent staffing patterns also shifted: Democratic offices experienced declines in observable human capital (legislative experience and educational attainment) and increased reliance on temporary staff. These changes were further accompanied by reductions in the racial and gender diversity of congressional staff. Taken together, these findings suggest that workplace disruptions can degrade institutional capacity by reshaping the composition and continuity of the congressional workforce. More broadly, we demonstrate how political unrest reverberates through the personnel infrastructure of governance
Scientific Epistemology of Grade 10 Students in Validating the Period of a Pendulum
No full textUnderstanding how students justify, evaluate, and validate scientific knowledge is central to effective physics instruction, particularly in laboratory-based learning. This study examined the scientific epistemology of Grade 10 students from an advanced science high school in the Philippines as they validated the period of a simple pendulum within an investigative laboratory context. Employing a qualitative research design, data were collected from 30 students through a six-item open-ended questionnaire administered after a guided pendulum experiment. Students’ written responses were analyzed using thematic analysis and classified according to epistemic reasoning patterns, specifically formal epistemic reasoning and epistemic fragmentation, based on how students coordinated theory, evidence, and experimental procedures. The findings indicate that most students demonstrated formal epistemic reasoning when tasks explicitly required coordination between experimental procedures and theoretical models, particularly in varying pendulum length and angular amplitude, comparing experimental and theoretical values, and calculating experimental error. In contrast, epistemic fragmentation was more prevalent in contexts where intuitive reasoning conflicted with formal theory, most notably in explanations involving the mass of the pendulum bob. These results suggest that students’ epistemic reasoning is highly context-sensitive and shaped by the epistemic framing of laboratory tasks. The study highlights the role of sustained laboratory exposure and advanced science curricula in supporting students’ engagement in theory–evidence coordination. The findings have implications for physics laboratory instruction, emphasizing the importance of designing activities that emphasize epistemic aims such as model validation, justification, and uncertainty evaluation to foster deeper scientific reasoning
Exploring the Root Causes of Physics Aversion among Grade 12 STEM Students: A Qualitative Case Study at RPMD National Science High School
No full textPhysics aversion is a pervasive challenge in STEM education worldwide, significantly impacting students' engagement and performance and highlighting the need to understand its root causes to develop effective interventions. This qualitative case study explored the root causes of physics aversion among Grade 12 STEM students at RPMD National Science High School in Marawi City, Philippines. Ten Grade 12 students enrolled in the 2023-2024 academic year were selected through purposive sampling. Data were collected through one-on-one in-depth interviews to capture participants’ perceptions and experiences with physics. The audio recordings were transcribed and analyzed using thematic analysis. From the data, 15 codes emerged, which were grouped into four overarching themes: Mathematical Challenges, Teaching-Related Issues, Language and Comprehension, and Personal and Social Factors. Key findings revealed that mathematical challenges, such as difficulty with complex equations, problem-solving, and formula memorization, were the most frequently cited barriers. These issues were often exacerbated by mathematics anxiety and inadequate foundational skills. Teaching-related issues, including ineffective instructional methods, disorganized presentations, and lack of engagement, significantly hindered students’ understanding and interest. Language barriers, especially in decoding technical terminology and understanding word problems, compounded these difficulties. Personal and social factors, including a lack of interest in physics, peer influence, and perceived irrelevance to future career goals, further contributed to the aversion. The study highlights the urgent need for student-centered teaching approaches, such as active learning strategies, differentiated instruction, and linguistic scaffolding, to address these challenges. Policymakers and educators are encouraged to implement holistic interventions to create a more inclusive and supportive learning environment. Future research should investigate these dynamics across diverse educational contexts and assess the impact of targeted interventions on reducing physics aversion
El algoritmo precoz: La delegación simbólica y la eyaculación scroll
No full textA partir de la Teoría de la Delegación Simbólica, este ensayo realiza un diagnóstico fenomenológico sobre la mutación del sujeto en el technohabitat contemporáneo. Superando las categorías convencionales de "adicción" o "alienación", se analiza cómo la superinterfaz opera una transferencia ontológica donde el individuo terciariza sus facultades de síntesis y juicio. Se introduce la categoría de "algoritmo precoz" como el dispositivo biopolítico encargado de abolir la duración simbólica, y se define la "eyaculación scroll" como la mecánica de descarga y evacuación que impide la inscripción de la experiencia. Este análisis expande el entramado teórico del autor —aplicado previamente a las esferas del trabajo, la economía y el amor— hacia el microcosmos de la gestualidad digital, fundamentando la tesis de la desposesión del Yo y la anulación de la presencia soberana
