The phases of renewal: Steps to integration of the self in psychotherapy

This is a study of the psychology of self-renewal. The myth of Psyche is examined since it is among the finest rebirth stories antiquity has left us and can be read as representative of the renewal process in general. The story as such, points to a number of psychological states of being necessary for the self to pass through if change is to occur. Renewal can be understood as a series of ontological situations, and these can be structurally considered in terms of phases. This in turn, provides a general theoretical framework for a psychological analysis of self-renewal. The phases of renewal, derived from the Latin, are:immanence, obstruence, descendence, experience, ascendence, emergence andtranscendence. The case of Lee is used to illustrate the process of integration of self in psychotherapy.     

Self psychology in pastoral counseling

This article provides a general explication of how a pastoral counselor might use the self psychology perspective in conjunction with theological and ethical approaches. A particularly appropriate structure for this explication is self psychology's theory and practice of psychoanalytic psychotherapy as a two-phase process: an observation-understanding phase, in which empathic introspection is the central method, and an explanation-interpretation phase, in which by these empathic means the therapist hopes to consolidate further and mobilize developmentally an individual or group's self-cohesion. Each of these phases and the self psychology theory behind them provide an organizing rubric by which we can discuss how theological and ethical approaches might be carried out in a working alliance with the self psychology framework.     

Mediation of self‐regulation and mood in the relationship of changes in high emotional eating and nutritional behaviors: Moderating effects of physical activity

High emotional eating (EE) is prevalent in women with obesity. A previous study's subsample of obese women classified as high emotional eaters participated in either a physical activity‐focused experimental (n = 29) or an educationally focused comparison (n = 22) behavioral treatment and was assessed over phases of expected weight loss (baseline–month 6) and short‐ and long‐term regain (months 6–12 and 6–24, respectively). The study's aim was to assess theory‐based psychological and behavioral mediation and moderation of changes in nutritional behaviors via emotional eating change in order to inform behavioral weight‐loss treatments. During the weight‐loss phase, significant improvements in eating self‐regulation and mood significantly mediated the relationship of reduced EE and intake of both fruits and vegetables (FV) and sweets. Self‐regulation was a significant independent mediator. Physical activity significantly moderated the relationship between EE and self‐regulation changes. All variables demonstrated large positive effects and significant time × group interactions favoring the experimental group. During the short and long‐term phases of expected weight regain, there were no significant changes in FV intake, although consumption of sweets significantly increased during months 6–24. Change in FV and sweets significantly predicted weight change, which was significantly greater in the experimental vs. comparison group over both the initial 6 months (?6.1% vs. ?2.6%) and full 24 months of the study (?7.6% vs. ?1.3%). Findings suggest that behavioral treatments should address EE through improvements in self‐regulation and mood, and supported physical activity will aid in that process. The need for an improved understanding of weight‐loss maintenance remains.     

Doing Despite Disliking: Self‐regulatory Strategies in Everyday Aversive Activities

We investigated the self‐regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self‐regulatory strategies from self‐reports and generated hypotheses about individual differences in trait self‐control predicting their use. Next, deploying ambulatory assessment (N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies' self‐reported use and effectiveness (trait self‐control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self‐control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self‐regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self‐control on perceived self‐regulatory success. Hence, trait self‐control and strategy use appear to represent separate routes to good self‐regulation. By considering trait‐ and process‐approaches these findings promote a more comprehensive understanding of self‐regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology     

Through Multiple Lenses: Implicit Theories of Creativity Among Indian Children and Adults*

This constructivist qualitative enquiry reveals a multiplicity of implicit theories of creativity extant in Indian culture with generic and domain specific usage of indigenous terms. Creativity was dominantly construed as a faculty of the nature of ‘pratibha’, in keeping with Indian philosophical thought, and with reference to the self, with participants invoking the holistic self, cognitive self, experiential/emotional self and physical self to describe creativity. The sense of creativity in these seemingly disparate, self‐based construals, the uncovering of which is the unique contribution of this study, derived from the person's experience of a sense of agency, rather than merely the production of novelty per se. This emphasis on process; novelty being central for some but epiphenomenal for others; the varied meanings of ‘newness’; experiencing creativity as self‐expression, self‐extension, self‐fulfillment and self‐actualization; and equating creativity with the act of learning reflect distinctive elements of implicit theories that have emerged in this study.     

Hegel and self‐actualization

Abstract

Hegel says that mind develops through three phases, which he calls soul, consciousness, and mind. By referring to these three phases as the Primary level, the Social level and the Realizing level, it makes it clearer that they link up with thoroughly familiar phenomena in the field of psychotherapy and with contemporary life generally. In fact, they give a new angle on the whole process of self‐actualization, which throws light on many topics in humanistic psychology.     

Implicit Theories About Willpower Predict Subjective Well‐Being

Lay theories about willpower—the belief that willpower is a limited versus nonlimited resource—affect self‐control and goal striving in everyday life (Job, Dweck, & Walton, 2010). Three studies examined whether willpower theories also relate to people's subjective well‐being by shaping the progress they make toward their personal goals. A cross‐sectional (Study 1) and two longitudinal studies (Studies 2 and 3) measured individuals’ willpower theories and different indicators of subjective well‐being. Additionally, Study 3 measured goal striving and personal goal progress. A limited theory about willpower was associated with lower subjective well‐being in a sample of working adults (Study 1, N = 258). Further, a limited theory predicted lower levels of well‐being at a time when students faced high self‐regulatory demands (Study 2, N = 196). Study 3 (N = 157) replicated the finding that students with a limited theory experienced lower well‐being in phases of high self‐regulatory demands and found that personal goal progress mediated this relationship. Results suggest that the belief that willpower is based on a limited resource has negative implications not only for self‐control but also for personal goal striving and subjective well‐being.     

Personality Predictors of Behavioral Self‐Regulation: Linking behavioral self‐regulation to five‐factor model factors,facets, and a compound trait

This study examined relationships between a composite of several facet‐level traits within the five‐factor model (FFM) of personality and outcomes across 3 phases of behavioral self‐regulation. The goal of this research was to investigate the potential of the compound trait approach as an alternative to predicting self‐regulatory outcomes based on the full FFM, conscientiousness or other FFM factor‐level traits, or any individual facet‐level trait within the FFM. These relationships were investigated using a sample of 312 participants completing both goal‐related questionnaires and a decision task designed to simulate aspects of self‐regulated performance within organizations. Consistent with hypotheses, the collection of traits within the composite – assertiveness, activity, achievement striving, deliberation, dutifulness, self‐discipline, and ideas – performed as well or better than any single factor or facet of the FFM. The future research and practice implications for goal propensity, a compound trait related to all phases of behavioral self‐regulation, are discussed.     

Fit with what? The influence of multiple self‐concept images on organizational attraction

This study tests the applicability of image congruity theory to the employment decision‐making process. A sample of workers from a variety of jobs/organizations (N = 193) read a series of job advertisements presenting unique organizational personalities, rated the extent to which these personalities matched their self‐concept perceptions, and reported evaluations of organizational attraction. In accordance with the tenets of image congruity theory, results suggest prospective job seekers are attracted to organizations with personalities they perceive as similar to their own actual and ideal self‐concepts. Actual congruence exerted a greater influence on organizational attraction than did ideal congruence. However, both ideal and actual image congruence explained significant unique variance in organizational attraction.     

The Meaning and Impact of Head and Neck Cancer: An Interpretative Phenomenological and Repertory Grid Analysis

This study explores the personal meaning of head and neck cancer for individuals, with particular reference to the impact on the self. It employs interpretative phenomenological and repertory grid analysis with 10 people, all of whom have undergone surgical treatment for head and ceck cancer. Four themes emerged: namely, destruction of self, altered relations with the body, disenfranchised self, and conservation of self. Repertory grid analysis validated and enriched understanding of these findings. Participants described how head and neck cancer inflicted a fundamental attack on their sense of self. Nonetheless, participants were dynamic in their self-management and detailed an active process to retain a positive sense of self.     

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Background. Self‐managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self‐managed learning groups, and how these processes are perceived to influence group outcomes. Sample. Participants were undergraduate psychology students who were members of self‐managed learning groups. Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self‐reported satisfaction and productivity of this group of students. Conclusions. University students' perceptions of the processes of self‐managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.     

Self‐help strategies to reduce emotional distress: What do people do and why? A qualitative study

Background: Some people with psychological distress do not seek professional help but opt instead for self‐help strategies to reduce their symptoms. Little is known about these strategies. Aim: To investigate which self‐help approaches might be employed to reduce the effects of emotional distress, and the reasons for these choices. Method: Semi‐structured interviews with 11 clerical employees generated data analysed using grounded theory. Findings: Managing distress is a complex and multi‐dimensional process unique to each individual. The use of self‐help options is determined by the interconnection between the person's core beliefs, their social networks, and ideas about coping. Such beliefs may hinder help‐seeking. People tend to engage in activities that are familiar to them already, rather than attempt new ones. The purpose of self‐help strategies is to distract the person from their problems and to contribute to physical and mental well‐being. Implications for practice are discussed.     

Understanding Self‐Effects in Social Media

The aim of this article is to improve understanding of self‐effects in social media, and to compare self‐effects with reception effects. Self‐effects are the effects of messages the cognitions, emotions, attitudes, and behaviors of the message creators/senders themselves. A total of 4 theories have tried to explain self‐effects in offline environments: self‐persuasion, self‐concept change, expressive writing, and political deliberation. The article reviews research into online self‐effects that evolved from each of these theories, and argues why self‐effects may be stronger online than offline. Based on this review, a model is introduced that helps explain how online self‐ and reception effects may coalesce and amplify each other. The article ends by presenting some suggestions for future research.     

Effects of Trait Self‐Control on Response Conflict About Healthy and Unhealthy Food

Self‐control leads to positive life outcomes, but it is poorly understood. While previous research has focused on self‐control failure, self‐control success remains unexplored. The current studies aim to shed more light on the mechanisms of self‐control by focusing on the resolution of response conflict as a key component in self‐control success. Trait self‐control was measured, and participants reported on the magnitude of response conflict they experienced about healthy and unhealthy foods in Study 1 (N = 146; M_age = 33.03; 59 females, 83 males, 4 unknown). The response conflict process was assessed in Study 2 (N = 118; M_age = 21.45; 68 females, 41 males, 9 unknown). Outcomes showed that self‐reported evaluative response conflict about food items was smaller for people high in trait self‐control. Study 2 revealed that higher trait self‐control predicted faster resolution of self‐control conflict, and an earlier peak of the response conflict. Taken together, these results provide insight into what makes people with high trait self‐control successful, namely, how they handle response conflict. Implications for self‐control theories and future directions are discussed.     

Categorization in everyday life: the effects of positive and negative categorizations on emotions and self‐views

This study investigates how everyday categorization experiences affect people's emotional responses and self‐views. A representative Dutch population sample (N = 463) was asked to recount a situation in which they were categorized by others. This resulted in a range of categories that were spontaneously evoked by research participants. Participants were asked to think of a situation either where the categorization resulted in negative or in positive expectations about the self. Positive categorization elicited more positive emotions and agreement than negative categorization. However, when positive expectations about the self were formed, people found it less easy to detect that these were based on external categorizations, and were less likely to protest. Mediational analyses showed that because detection was impaired, exposure to positive categorization resulted in lower self‐confidence than exposure to negative categorization. Copyright © 2006 John Wiley & Sons, Ltd.     

Self‐construction and identity: The Confucian self in relation to some western perceptions

In contrast to the metaphysical, epistemological and psychological understandings of the self traditionally held and today still extensively considered in the West, the self in Confucianism is essentially an ethical concept, representing a holistic view of humanhood and a continuingly constructive process driven by self‐cultivation and moral orientations. This paper first examines what is literally and philosophically meant by the self in these two traditions, then examines the contrasts or comparisons between the Confucian conception of the self and the self as perceived in some strands of Western philosophy; and finally, interprets and analyses the constructively organic theory of the Confucian self, which is clearly differentiated from the self perceived in mainstream philosophy in traditional Europe and yet is being echoed in the more recent developments of Western philosophy and in the strong current of postmodernism. [1]     

Be Careful What You Ask For: Effects of Response Instructions on the Construct Validity and Reliability of Situational Judgment Tests

The aim of this study was to examine how six different types of situational judgment test (SJT) instructions, used frequently in practice, influence the psychometric characteristics of SJTs. The six SJT versions used the exact same items and differed only in their instructions; these versions were administered in two phases. Phase I was a between–subjects design (n= 486) that had participants complete one version of the SJTs. Phase II was a within–subjects design (n= 231) held several weeks later that had participants complete all six versions of the SJTs. Further, 146 of these individuals completed both phases, allowing for an assessment of test–retest reliability. A variety of objective and subjective criteria were collected, including self and peer ratings. Results indicated that instructions had a large effect on SJT responses, reliability, and validity. In general, instructions asking what one ‘would do’ showed more favorable characteristics than those that asked what one ‘should do’. Correlations between these two types were relatively low despite the fact that the same items were used, and criterion–related validities differed substantially in favor of the ‘would do’ instructions. Overall, this study finds that researchers and practitioners must give careful consideration to the types of SJT instructions used; failing to do so could influence criterion–related validity and cloud inferences of construct validity.     

Do Our Facebook Friends Make Us Feel Worse? A Study of Social Comparison and Emotion

People often compare themselves to others to gain a better understanding of the self in a process known as social comparison. The current study discusses how people engage in a social comparison process on Facebook, and how observing content from their Facebook friends may affect their emotions. A 2 (comparison direction) × 2 (relational closeness) × 2 (self‐esteem) between‐subjects experiment was conducted with 163 adult participants. The results revealed a significant 3‐way interaction such that people with high self‐esteem would be happier receiving positive information than negative information from their close friends, but the effect would be the opposite if the information was from a distant friend. There was no such difference for people with low self‐esteem.     

Cognitive Factors in Fibromyalgia: The Role of Self-Concept and Identity Related Conflicts

Fibromyalgia is a syndrome characterized by the presence of diffuse and chronic musculoskeletal pain of unknown etiology. Clinical diagnosis and the merely palliative treatments considerably affect the patient's experience and the chronic course of the disease. Therefore, several authors have emphasized the need to explore issues related to self in these patients. The repertory grid technique (RGT), derived from personal construct theory, is a method designed to assess the patient's construction of self and others. A group of women with fibromyalgia (n = 30) and a control group (n = 30) were assessed using RGT. Women with fibromyalgia also completed the Fibromyalgia Impact Questionnaire and a visual-analogue scale for pain, and painful tender points were explored. Results suggest that these women had a higher present self–ideal self discrepancy and a lower perceived adequacy of others, and it was more likely to find implicative dilemmas among them compared to controls. These dilemmas are a type of cognitive conflict in which the symptom is construed as “enmeshed” with positive characteristics of the self. Finally, implications of these results for the psychological treatment of fibromyalgia are suggested to give a more central role to self-identity issues and to the related cognitive conflicts.     

Intimacy,communication, and aggressive behaviors: Variations by phases of romantic relationship development

This study examined how phases of romantic relationship development (honeymoon, defining, and established) were related to positive and negative relationship qualities. Participants (N = 136) completed self‐report measures. Results found significant differences between phases of romantic relationship development for all three positive relationship qualities, but each had a unique pattern of variation: (a) levels of intimacy had a linear increase across phases, (b) constructive communication strategies were higher in the established phase as compared with the earlier phases, and (c) negotiation was higher in both the defining and established phases as compared to the honeymoon phase. Results for negative relationships qualities found an inverted U‐shaped pattern for both destructive communication strategies and psychological aggression.