Personality and Defensive Reactions: Fear,Trait Anxiety,and Threat Magnification

ABSTRACT The revised Reinforcement Sensitivity Theory (rRST) of personality ( Gray & McNaughton, 2000 ) maintains that trait individual differences in the operation of defensive systems relate to facets of human personality, most notably anxiety and fear. We investigated this theory in 2 separate studies (total N=270) using a threat scenario research strategy ( Blanchard, Hynd, Minke, Minemoto, & Blanchard, 2001 ). Consistent with rRST, results showed that individuals with high fear questionnaire scores tended to select defensive responses entailing orientation away from threat (e.g., run away) and that fear‐prone individuals also tended to perceive threats as magnified. The extent of this threat magnification mediated the positive association observed between fear and orientation away from threat. Overall, results suggest that interindividual variance in defensive reactions is associated with a variety of existing personality constructs but that further research is required to determine the precise relationship between personality and defensive reactions.     

Time and Space

Book Information Time and Space. By Barry Dainton. Acumen. Chesham. 2001. Pp. xiv + 386. Paperback, US$22.95.     

The Complex Case of Fear and Safe Space

Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator to respond to harassment in a constructive and fitting way. I also claim that calls for safe space can only be properly interpreted—and responded to—when the link between fear and safety is uncovered and deconstructed. In the process, I note that the assumption of “safety” as a “positive condition” for education is problematic and warrants careful consideration.     

Holocaust Survival Stories: Change Over Time

Those Holocaust survivors who have found it impossible to discuss their experiences often face a bleak old age (Krystal, 1990). Some of those who have reached an audience, however, have been changed by the experience of writing. This paper analyzes the differences between those writers whose stories remain static, like Jerzy Kosinski, and others like Elie Wiesel, Gerda Weissmann Klein, and Aharon Appelfeld, whose accounts have become more complex as they aged.     

Space, Time and Documents in a Refrigerated Warehouse

In a refrigerated warehouse, workers organize distribution and exchange of frozen seafood by the spatial and temporal arrangement of loads. Using videotapes of workers' activities and interviews, this paper investigates how workers organize space, time and artifacts in the activity of frozen seafood distribution and exchange, and how organized space, time and artifacts systematize workers' multiple courses of actions and give direction to them. Particular attention is paid to how the workers use artifacts such as various documents and computers as part of their practices, because the activity of distribution and exchange in this workplace is regarded as the activity of organizing space and time with various artifacts in multiple contexts. Through the analysis of situated literacy of using artifacts, it was shown that the activity of using artifacts is always embedded in multiple contexts. At the same time, diverse artifacts organize multiple contexts of work. Thus, there is the reflexive interaction between the artifacts and the contexts.     

Fear of Success,Need Achievement,and Fear of Failure: A factor analytic study

Several tests of Fear of Success (FOS), Fear of Failure (FOF), and Need Achievement (nAch), plus Taylor's Manifest Anxiety Scale and a social desirability scale were administered to 104 males and 101 females. FOS, FOF, and nAch did not show factor validity. Results for predictive validity were also poor. Anxiety defined the first factor in the factor analysis. All first-factor tests negatively predicted female grade point average and American College Test scores. All the first-factor tests showed sex differences, with females scoring higher. A clarifying role for anxiety in the study of sex differences in achievement is indicated.     

Narcissism, Self-Esteem, and Defensive Self-Enhancement

This study investigates the relationships among narcissism, self-esteem, and defensive self-enhancement in samples of 60, 84, 300, and 57 subjects. Using various self-report indices of these constructs we found that (a) defensive self-enhancement is composed of two orthogonal components: grandiosity and social desirability; (b) grandiosity and social desirability independently predict self-esteem and may represent distinct confounds in the measurement of self-esteem, (c) narcissism is positively related to grandiose self-enhancement (as opposed to social desirability), (d) narcissism is positively associated with both defensive and nondefensive self-esteem, and (e) authority, self-sufficiency, and vanity are the narcissistic elements most indicative of nondefensive self-esteem. The results are consistent with several theories that postulate a two-component model for self-esteem regulation and personality development.     

Fear, anger, and risk

Drawing on an appraisal-tendency framework (J. S. Lerner & D. Keltner, 2000), the authors predicted and found that fear and anger have opposite effects on risk perception. Whereas fearful people expressed pessimistic risk estimates and risk-averse choices, angry people expressed optimistic risk estimates and risk-seeking choices. These opposing patterns emerged for naturally occurring and experimentally induced fear and anger. Moreover, estimates of angry people more closely resembled those of happy people than those of fearful people. Consistent with predictions, appraisal tendencies accounted for these effects: Appraisals of certainty and control moderated and (in the case of control) mediated the emotion effects. As a complement to studies that link affective valence to judgment outcomes, the present studies highlight multiple benefits of studying specific emotions.     

Fear,faith, and movement

This paper describes the intra-psychic dynamics associated with faith development. Using James Fowler's stages of faith theory, the author attempts to demonstrate that growth in faith requires courage in order to confront the loss of self experienced in faith development. Using the work of Hartmann, Mahler, and Kegan in conjunction with the thought of Tillich regarding fear and faith, the article presents a process for transition from Fowler's stage four to stage five which relies heavily upon the interaction of the self and others for successful movement.Beth Causey is a student in the Master of Divinity Program at McCormick Theological Seminary in Chicago and a candidate for ordination in the Presbyterian Church (U.S.A.). The author acknowledges with gratitude the cogent comments of Homer U. Ashby, Jr., Ph.D., in the preparation of this article.     

Imagining Fear: Attachment,Threat, and Psychic Experience

Attachment theory is today considered an integral part of contemporary psychoanalytic theory and practice, and yet the theoretical and clinical implications of Bowlby’s emphasis on fear and the search for safety have been largely overlooked. From Bowlby’s perspective, the dynamic relationship between the experience of threat and attachment shapes the development and maintenance of essential relationships, the organization of psychic structure, and the nature of defenses and adaptation. This element of attachment theory—which alerts us to the ways in which the infant or child is compelled to seek safety when in a state of fearful arousal—is particularly relevant to the clinical situation. It helps us imagine moments of fearful arousal in our patients’ pasts, attend to their manifestations in the present, and understand current suffering in light of the long-term sequelae of adaptations that were crucial to survival. Finally, it helps us find language that brings alive or mentalizes these aspects of the patient’s early experience such that transformation is possible.