Cognitive change processes in psychotherapy

Several types of cognitive-behavioral therapy are now practiced that use different sets of theoretical concepts and propose different kinds of change mechanisms. None, however, is directly grounded in experimental research in cognitive and social psychology, and few address basic issues such as the relevance of conscious versus nonconscious cognitive processes and the validity of the self-report data on which therapy depends. Put forward in this article is a model that describes the conscious and nonconscious processing of emotional stimuli and distinguishes between knowledge that is verbally accessible and knowledge that can only be recovered by exposure to situational cues. Also proposed are three mechanisms of cognitive change that involve altering verbally accessible knowledge, the accessibility of nonconscious situational memories, and self-regulatory strategies. These mechanisms are related to the current practices of behavioral and cognitive-behavioral therapists.     

Loneliness and inducing incremental theories of social interactions to produce adaptive change

College students (n = 388) participated in a two‐part online study (a survey and an experiment) examining the role of implicit theories in the experience of loneliness. Survey results revealed that lonely people tend to endorse entity theories of social competence and friendship. Experimental results showed that inducing an incremental theory of social competence reduced communication apprehension and increased social engagement among individuals regardless of their levels of loneliness. Inducing an incremental theory of friendship increased social engagement but did not influence the level of communication apprehension or social avoidance. Overall, the results suggest that an incremental theory of social interactions can reduce thoughts that are not conducive to fostering social connections among people in general, including lonely ones.     

Empathy,social skills,and other relevant cognitive processes in rapists and child molesters

Considerable theoretical and research efforts have gone into formulations which suggest that sex offenders differ from nonoffenders in their processing of sexual material. This article reviews the literature concerning patterns of empathy, social skills, and other cognitive processes (i.e., theories, attitudes, and distorted cognitions) of incarcerated sex offenders or those who have identified themselves as sex offenders. We choose these three general topic areas because many see these phenomena as central to the understanding of sex offending. First, we present general empirical findings relevant to the phenomena of empathy, social skills, and distorted cognitions. We then move to a discussion of specific cognitive models that have been offered to account for the data. We briefly discuss the available data relevant to these cognitive models. The next section of the article reviews the treatments that have been applied to sex offenders with the stated goal of modifying the processes we are examining. Our final section attempts to summarize and highlight some of the identified problems and weaknesses in the study of the aforementioned processes in sex offending. We argue that too little attention has been paid to basic cognitive psychology and the role that cognitions or conceptualizations can play in promoting our understanding of the sex offender. We suggest that following the information processing approach as a generalized model will help integrate and direct research efforts.     

Adrenocortical reactivity and social competence in seven year-olds

We examined temporal changes in salivary cortisol in response to a peer self-presentation task in a group of seven year-olds, some of whom scored high, average, and low on the Harter, 1983 Perceived Social Competence Scale. Salivary cortisol was measured pre-task, and 20 and 35 min post-task. We found a significant relation between individual differences in perceived social competence and salivary cortisol reactivity in response to the task. Children who perceived themselves as socially competent exhibited a significantly greater decrease in salivary cortisol from 20 to 35 min following the task compared with children who self-reported a relatively lower degree of social competence. We speculate on the meaning of salivary cortisol changes in childrens socio-emotional development.     

Alignment in social interactions

According to the prevailing paradigm in social-cognitive neuroscience, the mental states of individuals become shared when they adapt to each other in the pursuit of a shared goal. We challenge this view by proposing an alternative approach to the cognitive foundations of social interactions. The central claim of this paper is that social cognition concerns the graded and dynamic process of alignment of individual minds, even in the absence of a shared goal. When individuals reciprocally exchange information about each other's minds processes of alignment unfold over time and across space, creating a social interaction. Not all cases of joint action involve such reciprocal exchange of information. To understand the nature of social interactions, then, we propose that attention should be focused on the manner in which people align words and thoughts, bodily postures and movements, in order to take one another into account and to make full use of socially relevant information.     

Containment and the threat of catastrophic change in psychotherapy groups

Wilfred Bion's seminal work with treatment and training groups is considered by many group therapists to be a classic study of group behavior. Despite the influence of his early work on groups, practitioners frequently find his later writings difficult to apply to group settings. The purpose of this paper is to illustrate the potential usefulness of Bion's later psychoanalytic writings to our understanding of the complex dynamics active in therapy groups. This paper examines the relationship among four concepts that Bion emphasized in his later writings: projective identification, containercontained, (Ps<---->D), and catastrophic change. Two clinical vignettes are presented to demonstrate how these concepts can aid the therapist in understanding the complicated dynamics active in therapeutic group settings.     

Effect of depression on processing interactions in group psychotherapy

Two studies were conducted to investigate the possibility of individual differences in the ability of inpatients to process interactions in group psychotherapy. The first was a pilot study conducted on groups of major depressive patients and matched normal subjects. Subjects were asked to give process comments after viewing simulations of typical group therapy interactions. These comments were later rated on the extent to which they reflected process qualities and accuracy. These data led to a more rigorous and extensive study that included more appropriate control groups as well as measures of potential confounding factors, such as simulation realism, verbal ability, and interaction comprehension. Results indicated that major depressives suffer from deficits in the ability to process group interactions, relative to three types of control groups, including normals. These differences in processing were not significantly positively correlated with any of the potential confounding factors. The implications for understanding interactional processing and group psychotherapy are discussed.