The Impact of Group Work on Offender Adolescents

The impact of personal construct and psychodynamic group work on the psychosocial functioning of offender adolescents was evaluated. The repeated measures design involved 3 data collections. Data from 102 participants included measures of 5 pairs of maturational processes and 5 psychological states. Group work was effective immediately after terminating treatment in increasing helpful maturational processes and in reducing the less helpful maturational processes. The group work was also effective to some extent in reducing less helpful psychological states. The implications of this research for future interventions and its evaluation are discussed.     

Learning Emotionally Focused Couple Therapy: Four Clinicians' Perspectives

This study examined the experiences of four clinicians learning emotionally focused couple therapy (EFT). Two group interviews, separated by 6 years, explored topics that included emotion, gender, model differences, personal practitioner impact, and the long-term influence of EFT training on clinical work. Emotion emerged as a major theme, with three subthemes at each phase. Phase 1 results indicated an increase in personal awareness of emotions, a positive impact on close personal relationships, and challenges for males in learning to elicit and use emotion. Phase 2 results, 6 years later, revealed that focusing on emotions remained salient and that EFT continues to influence the work of each clinician to varying degrees. Limitations, future research suggestions, and clinical implications are discussed.     

Fitting in a group: Theoretical development and validation of the Multidimensional Perceived Person–Group Fit scale

Despite the wide use of groups in organizations, research on individuals’ experiences of fit in their work groups has lagged due to lack of conceptual clarity of person–group (PG) fit and inconsistent measurement. To rectify these issues, we present an integrative definition of PG fit, which incorporates social- and task-related elements of group work, as well as supplementary and complementary conceptualizations of fit. Using this definition, we develop the Multidimensional Perceived Person-Group Fit (MPPGF) scale and validate it through five phases, across six samples. In Phase 1, we identified dimensions and generated items using a mix of deductive and inductive approaches. In Phase 2, we validated items yielding seven dimensions (value congruence, shared interests, perceived demographic similarity, needs-supplies match, goal similarity, common workstyle, and complementary attributes). In Phase 3, we examined how the dimensions combine to form an aggregate (formative) PG fit construct. The MPPGF scale showed convergent and discriminant validity with relevant constructs in Phase 4. In Phase 5, the MPPGF exhibited criterion-related and incremental validity with attitudes and performance beyond existing PG fit scales. Finally, we report dimension-specific results, demonstrating that MPPGF could be used to study questions regarding overall PG fit perceptions, as well as more narrow dimension-specific questions.     

Personal constructs, performance schemata, and “folk theories” of subordinate effectiveness: Explorations in an army officer sample

This research employs personal construct theory (Kelly, 1955)to explore the content of categories or schemata that may be used in making work performance judgments. Twenty-five experienced U.S. Army officers, focusing on the job of noncommissioned officer (NCO; first-line supervisor), generated independently a total of 189 personal work constructs that they believe differentiate between effective and ineffective NCOs. The officer subjects numerically defined each of their own 6–10 constructs by rating the similarity between each of these constructs and each of 49 reference performance, ability, and personal characteristics concepts. Correlations were computed between the subject-provided similarity ratings for the constructs, and the 189 × 189 matrix was factor analyzed. Six interpretable content factors were identified (e.g., Technical Proficiency, Organization), with 123 of the 189 constructs from 23 of the 25 subjects loading substantially on these factors. Findings here suggest that a core set of concepts is widely employed by these officers as personal work constructs, but that different officers emphasize different combinations of this core set. The personal constructs elicited from officer subjects are likened to performance schemata and “folk theories” of job performance.     

A Rorschach investigation of narcissism and hysteria in antisocial personality

We investigated Rorschach responses associated with narcissism and hysteria in a group of antisocial personality disordered offenders. The Rorschach protocols of 42 subjects who met the criteria from the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM-III-R]; American Psychiatric Association, 1987) for antisocial personality disorder were analyzed using Exner's (1986) criteria for pairs, reflections, and personal responses, and Gacono's (1988) criteria for the impressionistic response. Severe, or primary psychopaths (n = 21), scoring greater than or equal to 30 on the Hare (1980) Psychopathy Checklist (PCL), were compared to moderate, or secondary pscyhopaths (n = 21), scoring less than 30 on the PCL. The mean number of pair and impressionistic responses did not significantly differ for the two antisocial groups. The highly psychopathic group, however, did exhibit a significantly greater mean number of reflection and personal responses. We discuss pair and reflection responses and their relationship to narcissism in psychopathic disturbance. We recommend interpreting the personal response within the context of the psychopathic character and view personal responses as expressions of narcissism and omnipotence in highly psychopathic subjects. We also hypothesize that the impressionistic responses are indicative of primitive dissociative processes and hysteria in psychopathic subjects, and that their presence provides construct validity for the work of Guze (1976) and others who suggested an underlying histrionic dimension to psychopathy.     

A Rorschach Investigation of Narcissism and Hysteria in Antisocial Personality

We investigated Rorschach responses associated with narcissism and hysteria in a group of antisocial personality disordered offenders. The Rorschach protocols of 42 subjects who met the criteria from the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM-III-R]; American Psychiatric Association, 1987) for antisocial personality disorder were analyzed using Exner's (1986) criteria for pairs, reflections, and personal responses, and Gacono's (1988) criteria for the impressionistic response. Severe, or primary psychopaths (n = 21), scoring ≥30 on the Hare (1980) Psychopathy Checklist (PCL), were compared to moderate, or secondary pscyhopaths (n = 21), scoring <30 on the PCL. The mean number of pair and impressionistic responses did not significantly differ for the two antisocial groups. The highly psychopathic group, however, did exhibit a significantly greater mean number of reflection and personal responses. We discuss pair and reflection responses and their relationship to narcissism in psychopathic disturbance. We recommend interpreting the personal response within the context of the psychopathic character and view personal responses as expressions of narcissism and omnipotence in highly psychopathic subjects. We also hypothesize that the impressionistic responses are indicative of primitive dissociative processes and hysteria in psychopathic subjects, and that their presence provides construct validity for the work of Guze (1976) and others who suggested an underlying histrionic dimension to psychopathy.     

Psychoeducational Croups With Older Adults: An Integrative Personal Construct Rationale And Some Guidelines

A psychoeducational approach is proposed as an alternative to exclusively therapeutic work with older adults in recreational settings. An integrative rationale based on personal construct theory and some general guidelines for the group leader are presented. Two possible psychoeducational group formats (guided autobiography and coping skills) are discussed.     

Personal strivings of mentally tough Australian Rules footballers

The current study examined the personal strivings of mentally tough Australian Rules footballers. Data collection occurred in two phases. Phase one included conducting two focus groups with coaches and performance staff from an Australian Football League (AFL) club/franchise, to gain a culturally-specific mental toughness (MT) conceptualisation. This conceptualisation was used to identify mentally tough footballers (n = 7) from the club’s playing group. In phase two, the selected footballers completed a personal goal strivings exercise (e.g., listing strivings, rating their commitment to them), which was subsequently coded for general and motivational themes, through nomothetic and idiographic lenses. Nomothetic analysis revealed broad trends consistent with previous MT research. Key themes included a high commitment to goals, high confidence, and achievement orientation. Focusing on four specific players, an idiographic analysis revealed different motivational agendas, including characteristically mentally tough motives, narcissistic motives, communion and growth motives, and vulnerable/anxious motives. In conclusion, despite broad themes aligning with current perspectives of MT, on an individual level, mentally tough athletes’ motivational concerns may vary. These findings stress the potential importance of examining goals as a central construct in conceptualising MT. Moreover, they challenge a universal assumption that MT operates in the same way across all performers, highlighting the need for greater idiographic analysis in MT research.     

The educational impact of team‐skills training: Preparing students to work in groups

Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively. Aims. This two‐phase evaluation investigated whether team‐skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group‐based undergraduate key‐skills unit. Sample. Phase 1 compared two consecutive cohorts of second‐year students, Cohort 1 (N = 94) who received no preparation, and Cohort 2 (N = 113) who received team‐skills training. Phase 2 added Cohort 3 (N = 88), who also received team‐skills training, to extend the analysis. Method. In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key‐skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key‐skill ratings. Results. Marks and key‐skill ratings were significantly higher for the trained cohort in Semester 1 (p <.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2. Conclusions. Phase 1 results support the use of team‐skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.     

The relations of motivational traits with workplace deviance

The authors developed and tested new theoretical relations between approach and avoidance motivational traits and deviant work behaviors. Approach motivation was divided into 3 traits: personal mastery (i.e., desire to achieve), competitive excellence (i.e., desire to perform better than others), and behavioral activation system (BAS) sensitivity (i.e., responsiveness to rewards). Avoidance motivation, which reflects one's sensitivity to negative stimuli and the desire to escape such stimuli, was conceptualized as a unitary construct. Using structural equation modeling, the authors examined the relations of these 4 motivational traits with interpersonal and organizational deviance in a sample of primarily part-time employees. For the approach motivation traits, results showed that personal mastery was negatively related to interpersonal and organizational deviance, BAS sensitivity was positively related to interpersonal and organizational deviance, and competitive excellence was unrelated to both types of workplace deviance. Finally, avoidance motivation was positively related to organizational deviance and interacted with organizational constraints to predict interpersonal deviance.     

In Search of True Causes:

The present investigation sought to obtain empirical data that either directly supports or refutes the popular assumption that communication is an essential element of effective decision making. Specifically, it reports three phases of study that attempt to determine whether the variance in group decision making is best accounted for by noninteraction or interaction sources. Phase 1 examines the relationship among group member ability, communication opportunity, and decision performance. Phase 2 examines the relationship among group member ability, qualities of group communication, and decision performance. Phase 3 examines the relationship among fulfillment of communication functions requisite to decision-making efficacy, group member ability, and decision performance. In Phase 1, a strong independent main effect for communication opportunity was found; whereas in Phase 2 we discovered classification and explanatory effects for three facets of interaction quality—“evaluation of task-relevant issues,”“goal-directed communication,” and “idea development”—and in Phase 3 no classification or explanatory effects for either of the communication functions examined was found. Open channels of communication and high quality task-oriented discussion that focused on issue evaluation and task accomplishment facilitated group performance in light of the effects of group potential.     

Personal and Professional Boundary Attitudes and Effective Group Leadership in Classrooms

The influence of personal boundary orientation (Boundary and Fusion dimensions of the Personal Boundary Questionnaire) and views on classroom boundary regulation (Classroom Boundary Questionnaire) on effective group leadership was studied by observation in classrooms of 8 male and 22 female elementary school teachers. A preference for higher personal boundaries was associated with a preference for greater regulation of classroom boundaries, which was in turn associated with less boundary-related activity in the classroom. Classrooms with less boundary-related activity had less active deviancy (all correlations p < .05). Tendencies toward fusion were not associated with differences in classroom management attitudes or behavior, but teachers with greater fusion tendencies had classrooms with less work involvement and a social climate characterized by more competition and friction (My Class Inventory scales). Personal and professional boundary attitudes helped to account for differences among teachers as effective group managers.     

The development and validation of the Relational Self-Esteem Scale

According to the tripartite model of the self (Brewer & Gardner, 1996), the self consists of three aspects: personal, relational, and collective. Correspondingly, individuals can achieve a sense of self-worth through their personal attributes (personal self-esteem), relationship with significant others (relational self-esteem), or social group membership (collective self-esteem). Existing measures on personal and collective self-esteem are available in the literature; however, no scale exists that assesses relational self-esteem. The authors developed a scale to measure individual differences in relational self-esteem and tested it with two samples of Chinese university students. Between and within-network approaches to construct validation were used. The scale showed adequate internal consistency reliability and results of the confirmatory factor analysis showed good fit. It also exhibited meaningful correlations with theoretically relevant constructs in the nomological network. Implications and directions for future research are discussed.     

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

In the UK, Clinical Psychologists (CPs) work in a variety of settings within the National Health Service (NHS), often within Multi-Disciplinary Teams (MDTs). Problem-Based Learning (PBL) within CP training at the University of Hertfordshire (UH) offers unique opportunities to combine scientist-practitioner and reflective-practitioner models to learn about group dynamics from the personal experience of working within an experiential learning group.

Further, given Trainees work three days per week on placement within MDTs in the NHS, the learning gained within a ‘safer’ PBL context can be utilised within these clinical settings. For two years, Trainees at UH have to work in small PBL groups with five or six members learning to work together to achieve a goal (four assessed presentations) negotiating their own personal and professional journey, as well as a group journey. Consequently, PBL offers trainees opportunities to learn (1) how individuals work within a group; (2) how personal experiences influence this process; (3) how others influence them and are influenced by them; and (4) how a group of diverse individuals conceptualise, understand and convey case vignettes to an audience. Within these groups, many Trainees learn to speak out, reflect, listen attentively, empathise, validate and accept diverse experiences. Further, when differences dominate they often learn to negotiate these, finding a way to maintain effective team working in order to complete the presentation. Focusing on the conflict that can occur within (any) group, this paper explores themes from the reflective narratives of six trainees: parallels and differences between MDTs and PBL groups, striving for and achieving authenticity; and conflict as a ‘swear’ word. We conclude that exploring the role PBL can play in training individuals to work effectively in teams may be of benefit within the training of other professional groups.     

Predictors of caregiving in adult intimate relationships: an attachment theoretical perspective.

Romantic couples (N = 194) participated in an investigation of caregiving processes in adulthood. In Phase 1, couple members completed questionnaires designed to identify attachment style differences in caregiving behavior and to explore the underlying (personal and relationship) mechanisms that lead people with different attachment styles to be effective or ineffective caregivers. Results revealed that social support knowledge, prosocial orientation. interdependence, trust, and egoistic motivation mediated the link between attachment style and caregiving. In Phase 2, responsive caregiving was assessed behaviorally by exposing one member of the couple to a stressful laboratory situation and experimentally manipulating his or her need for support. Results revealed that attachment style and mediating mechanisms identified in Phase 1 also predicted observable support behavior in a specific episode in which a partner had a clear need for support.     

The dark side of cognitive illusions: When an illusory belief interferes with the acquisition of evidence‐based knowledge

Cognitive illusions are often associated with mental health and well‐being. However, they are not without risk. This research shows they can interfere with the acquisition of evidence‐based knowledge. During the first phase of the experiment, one group of participants was induced to develop a strong illusion that a placebo medicine was effective to treat a fictitious disease, whereas another group was induced to develop a weak illusion. Then, in Phase 2, both groups observed fictitious patients who always took the bogus treatment simultaneously with a second treatment which was effective. Our results showed that the group who developed the strong illusion about the effectiveness of the bogus treatment during Phase 1 had more difficulties in learning during Phase 2 that the added treatment was effective.     

Oh the humanity! Humanity-esteem and its social importance

Past research has examined the consequences of a favorable personal identity (i.e., personal self-esteem) and social identity (i.e., collective self-esteem), but has neglected the consequences of a favorable human identity (i.e., humanity-esteem). Two studies examined individual differences in humanity-esteem using a new measure of this construct, the Humanity-Esteem Scale. Results indicated that the measure is reliable, taps affective and cognitive reactions to humanity, and possesses strong convergent and discriminant validity. Furthermore, a third study utilized a manipulation of humanity-esteem to examine its effect on group differentiation. The results supported the notion that low humanity-esteem increases group differentiation. Thus, humanity-esteem is an important novel construct for understanding how humans regard and relate to one another.     

Asian Variability in Performance Rating Modesty and Leniency Bias

The influence of human factors on team performance was investigated in "medical emergency driven groups" composed of medical professionals treating a sudden cardiac arrest in a high fidelity simulator setting. The group composition is unique, but realistic, in that it is not constant. Three phases are distinguished: In Phase 1, 3 nurses are present; in Phase 2, a resident joins; and in Phase 3 a senior doctor joins. It was hypothesized that directive leadership behavior would enhance group performance. This was supported with regard to the directive leadership behavior of the nurse first on bedside in Phase 1, and for directive leadership of the resident in Phase 2—but only with regard to behavior occurring in the first 30 sec after entering the group, which reflects the need for quick action in this time-sensitive task. For Phase 3, we expected not only directive leadership but also indirect guidance by "structuring inquiry" of the senior doctor to enhance performance. This was confirmed for structuring inquiry. Results indicate that to enhance group performance training should go beyond "technical" training that concentrates on medical necessities. Rather, it should include aspects of group coordination, emphasizing that coordinating behavior should be adapted (a) to the situation and (b) to professional role requirements.