The Expression of Achievement Motives in Interpersonal Problems

ABSTRACT Achievement motivation influences self-regulatory strategies, affective processes, and achievement outcomes, but little is known about how individual differences in achievement motivation influence interpersonal behavior. Different forms of achievement motivation are likely to influence interpersonal behavior because achievement motives are grounded in social emotions. Two studies were conducted to examine relations between achievement motives and dispositional interpersonal problems. These studies linked deficits in pride-based need for achievement with self-reported submission-related interpersonal problems, and shame-based fear of failure (FF) with both self- and peer-reported interpersonal distress. The achievement motives were largely not associated with individuals' perceptions of their peers' interpersonal problems. These findings reinforce propositions that FF represents the commingling of achievement and relational concerns and suggest new mechanisms by which achievement motives may influence productivity, social success, and well-being.     

The Pathoplastic Relationship Between Interpersonal Problems and Fear of Failure

ABSTRACT This study advances the understanding of fear of failure (FF), a dispositional avoidance-oriented achievement motive, by employing interpersonal classification techniques to groups of individuals who fear failure in order to examine the pathoplastic relations between FF and interpersonal problems. Shame-based FF is thought to be related to the self-regulation strategies of appeasement and aggression, and these strategies are hypothesized to be associated with the interpersonal problems of Nonassertiveness and Vindictiveness, respectively. Using 2 independent samples ( n s=60 and 38) reporting high FF, interpersonal profiles were examined for the groups in their entirety and for cluster solutions within the larger samples. Results demonstrated that individuals high in FF exhibited 1 of 2 prototypical interpersonal profiles associated with Domineering/Vindictive or Nonassertive/Exploitable problems that correspond with the hypothesized aggression and appeasement regulation strategies. Consistent with the concept of pathoplasticity, these differences were not better accounted for by demographic, affective, motivational, personality, or attachment style characteristics of the samples.     

The Study of Interpersonal Problems: A Leary Legacy

The Inventory of Interpersonal Problems (IIP) is an instrument based on Leary's original theory that has been used to identify dysfunctional patterns in a person's interpersonal interactions. Interpersonal problems can be organized. in 2 dimensions, and the 2-dimensional space can be divided into 8 equal sector's (octants). Subscale of the IIP describe problems in each of these octants. The instrument has been used to identify interpersonal problems that are discussed most often in a brief dynamic psychotherapy and problems that are treated most easily. The results show that problems in the exploitable octant improve most frequently, whereas problems in the dominating, vindictive, and cold octants do not improve as readily. We have also examined people's attachment styles in adulthood (following a model proposed by Bowlby) ,and found that different attachment styles correspond to different types of interpersonal problems.     

Interpersonal Problems Among Perpetrators and Targets of Workplace Bullying

This representative study among 2,539 Norwegian employees examines interpersonal problems among targets and perpetrators of workplace bullying. Both targets and perpetrators portrayed elevated levels of interpersonal problems. Yet, the results question the role of a general target personality in explaining exposure to workplace bullying. Although interpersonal problems were reported among 50% of the targets, interpersonal problems were also prevalent in a large proportion of the non-exposed employees. Accordingly, level of interpersonal problems does not easily differentiate targets from non-targets and calls for a broader frame of reference in order to understand the bullying process.     

Toward Explaining Success and Failure in Interpersonal Learning Experiences

The findings from programs of guidance, counseling, and psychotherapy suggest an answer to Eysenck's challenge to the efficacy of the “helping” professions. While no average differences are found in the outcomes of treatment and control groups, there is a pronounced trend toward significantly greater variability in the post-counseling change indices of the treatment groups when compared to the control groups. The direct suggestion is that students, clients, and patients may be hurt as well as helped in the interpersonal encounter. Some attempts toward explicating the facilitating and the retarding interpersonal processes are elaborated in counselor-counselee, teacher-student, and parent-child relationships.     

初中二年级学生学习困难、人际关系、自我接纳对心理健康的影响

以134名初中二年级学生为被试,采用协方差结构模型对学习困滩、人际关系、自我接纳与心理健康的关系进行研究.结果表明:(1)学习困难对心理健康有显著的负面影响;自我接纳对心理健康有显著的正面影响.(2)学习困难对亲子关系和师生关系有显著负面影响.(3)亲子关系对自我接纳有显著的正面影响.     

Public Health Communication Theory and Strategies for Interpersonal Violence Prevention

ABSTRACT

The article reviews experience and lessons learned from public health communication to identify promising strategies for interventions seeking to promote interpersonal violence prevention. A public health perspective highlights multiple levels of analysis in tandem with concomitant communication theory invoking social, institutional, community, and individual change processes. Points of emphasis include a long-term perspective for social change and the importance of achieving high levels of exposure to communication efforts. Alternative communication strategies such as social mobilization, the use of local media, and media advocacy may foster incremental legal reform and service provision, as well as transformed social expectations and norms.     

The Role of Attachment Styles and Interpersonal Problems in Suicide‐Related Behaviors

The relationships among adult attachment styles, interpersonal problems, and categories of suicide‐related behaviors (i.e., self‐harm, suicide attempts, and their co‐occurrence) were examined in a predominantly psychiatric sample (N = 406). Both anxious and avoidant attachment styles were associated with interpersonal problems. In turn, specific interpersonal problems differentially mediated the relations between attachment style and type of suicide‐related behaviors. These findings suggest the importance of distinguishing between these groups of behaviors in terms of etiological pathways, maintenance processes, and treatment interventions.     

突发性危机引起的心理问题及应对

人类社会在发展过程中总是难以避免突发性危机,研究突发性危机的类型及其对人们心理的影响,分析危机时常见的心理问题及其产生的心理机制,进而实施危机干预与调适,对促进我国全面建设小康社会的进程顺利而稳定地发展,有着十分重要的意义.     

Interpersonal Relationships and Sex Differences in the Development of Conduct Problems

This article investigates the role of interpersonal relationships in shaping sex differences in the manifestation, etiology, and developmental course of conduct problems and their treatment needs. The review examines whether: (1) Girls conduct problems are more likely than boys to manifest as a function of disrupted relationships with caretakers and peers; (2) For girls more than for boys, the outcomes of conduct problems in adolescence and adulthood, and related treatment needs, are more likely to be a consequence of the quality of interpersonal relationships with others, particularly opposite-sex peers and partners. Evidence reviewed suggests that boys and girls share many similarities in their expression of conduct problems, but that a relational perspective does unify important differences. There is fair evidence that girls with conduct problems are more likely to come to the attention of authorities because of chaotic, unstable family relationships, and to express antisocial behavior in the context of close relationships; there is stronger evidence that the course and outcomes of conduct problems in females versus males pertain to interpersonal relationship impairments. Those sex differences map onto specific differences in treatment needs. Further empirical testing of the proposed relational model is indicated.     

The Mediator Role of Negative Cognitive Emotion Regulation Strategies Between Interpersonal Problems and Borderline Personality Beliefs

Journal of Rational-Emotive & Cognitive-Behavior Therapy - Interpersonal difficulties and emotion regulation are the core characteristics of borderline personality disorders (BPD). However, how...     

Construction of Circumplex Scales for the Inventory of Interpersonal Problems

We constructed a set of circumplex scales for the Inventory of Interpersonal Problems (IIP; Horowitz, Rosenberg, Baer, Ureno, & Villasenor, 1988). Initial scale construction used all 127 items from this instrument in two samples of university undergraduates (n = 197; n = 273). Cross-sample stability of item locations plotted against the first two principal components was high. A final set of eight 8-item circumplex scales was derived from the combined sample (n = 470) and cross-validated in a third university sample (n = 974). Finally, we examined the structural convergence of the IIP circumplex scales with an established measure of interpersonal dispositions, the Revised Interpersonal Adjective Scales (IAS-R; Wiggins, Trapnell, & Phillips, 1988). Although both circumplex instruments were derived independently, they shared a common Circular space. Implications of these results are discussed with reference to current research methods for the study of interpersonal behavior.     

中学生自我调节学习与心理健康：学业控制感和人际关系的作用

研究旨在探讨自我调节学习对心理健康的作用机制,以558名中学生为被试,采用问卷调查的方法,构建了学业控制感在自我调节学习和心理健康之间的中介以及人际关系的调节模型。结果表明：（1）在控制性别、年级后,自我调节学习能有效预测学生的心理健康,学业控制感在自我调节学习和心理健康之间起部分中介作用;（2）人际关系在自我调节学习和心理健康之间具有调节作用,具体表现为对于低自我调节学习个体,高人际关系对心理健康的积极影响显著高于低人际关系,而对于高自我调节学习个体而言,高低人际关系对心理健康的影响不显著。     

俄勒冈社会学习中心反社会行为预防与干预研究述评

简要回顾了美国俄勒冈社会学习中心的发展历程,重点介绍了该机构的主要研究课题内容和研究成果。该中心在应用研究领域,主要是针对问题儿童在课堂场景及其家中进行干预。其基础性研究致力于家庭、同伴以及社会背景对青少年行为发展模式的长期影响。俄勒冈社会学习中心针对青少年开展的早期经验、应激神经生理学和病原学的研究,以及以家庭、学校、福利制度、司法制度等背景开展的对收养家庭养育、受虐孩子、受监禁父母的孩子、问题青少年反社会行为的预防与干预研究对我国青少年的干预研究都富有借鉴意义     

Emotional Aspects of Learning Problems

Educational and mental health professionals working with children should be familiar with the emotional aspects of learning problems. While such problems are often given recognition as having a contributory role, the nature of that involvement is not always well understood, and too often those engaged in the assessment and treatment of learning problems give only cursory attention to the possible emotional components. This paper presents a discussion of the emotional aspects of learning problems, outlining the dynamics of emotional involvement as seen in 12 scenarios commonly found with clinic-referred children. Implications for assessment and intervention are also presented.     

Perfectionism and Interpersonal Sensitivity in Social Phobia: The Interpersonal Aspects of Perfectionism

We examined perfectionism, interpersonal sensitivity and dysfunctional cognitions in patients with Social Phobia (SP). The sample consisted of a clinical group with a diagnosis of SP (n?=?30) and a non clinical group (n?=?30), matched for age and gender. Both groups were assessed on Frost??s Multidimensional Perfectionism Scale (FMPS), Interpersonal Sensitivity Measure (IPSM), and Dysfunctional Attitudes Scale (DAS). The clinical sample was also assessed on Liebowitz Social Anxiety Scale (LSAS), Beck??s Depression Inventory-II, Eysenck??s Personality Inventory-Neuroticism sub-scale (EPI- N). The two groups were compared on FMPS, IPSM and DAS using t-test. Associations between FMPS, IPSM, DAS and predictors of social anxiety and depression were examined. The clinical group scored higher on perfectionism, interpersonal sensitivity and dysfunctional cognitions. There was no significant association between total scores on FMPS and IPSM. However subscales of IPSM and FMPS were correlated. Doubt about Actions was associated with Separation Anxiety (r?=?0.520) and Timidity (r?=?0.407). Organization was related to Interpersonal Awareness (r?=?0.371) and Separation Anxiety (r?=?0.407). Parental criticism was negatively associated with fragile inner self. DAS was positively correlated with FMPS and IPSM. Interpersonal sensitivity emerged as a significant predictor of social anxiety. Discriminant Functional Analysis indicated that concern over mistakes, organization, fragile inner self, separation anxiety discriminated between the clinical and non-clinical groups.     

Postdeployment Psychological Health and Interpersonal Problems Among Air Force Mental Health Personnel

This study is one of the first to use validated screening measures to examine the rates of self-reported mental health and interpersonal problems following deployment of military mental health personnel (MMHP). Research has examined the impact of deployment on military personnel finding 10.2% to 29.0% screen positive for at least one mental health problem. However, little is known about impacts of deployment among MMHP. Utilizing health data collected three to twelve months post-deployment from a sample of 759 Air Force MMHP, this study examined rates of positive screens for psychological health or interpersonal problems, subsequent confirmation of positive screens by a medical provider upon examination, and the demographic characteristics associated with psychological health or interpersonal problems. The study found 13.9% screened positive for “possible or probable PTSD,” 4.6% for depressive symptoms, 3.9% for alcohol problems, and 12.6% for interpersonal problems. In total, nearly 26% screened positive for one or more psychological or interpersonal problem. Of those who screened positive, 48.5% of depressive problems, 36.0% of PTSD, 20.0% of alcohol problems and 29.7% of interpersonal problems were confirmed upon subsequent examination by a medical provider. Those who screened positive were more likely to be (a) female, (b) separated, widowed, or divorced, (c) a mental health nurse or psychiatric nurse practitioner, and (d) deployed to Iraq or Afghanistan. The significance, limitations, and implications of the results, along with recommendations for future research are discussed.