Self- and peer perspectives on pathological personality traits and interpersonal problems

This study compares the relationship between personality disorders and interpersonal problems as obtained by self-report and peer-report measures. Participants (N = 393) were administered self- and peer-report versions of the Peer Inventory for Personality Disorder and the Inventory of Interpersonal Problems-64. Canonical analyses demonstrated similar relationships between personality disorder features and interpersonal problems as measured by either self or peer. Analyses between self and peer found little shared variance across sources, indicating a large method variance. Results indicate that although similar constructs are identified by self and peers in their understanding of personality pathology and associated interpersonal problems, self-report information overlaps very little with information obtained from peers, underscoring the importance of obtaining multiple sources of information.     

Do lonely days invade the nights? Potential social modulation of sleep efficiency

Loneliness predicts morbidity and mortality from broad-based causes, but the reasons for this effect remain unclear. Few differences in traditional health behaviors (e.g., smoking, exercise, nutrition) have been found to differentiate lonely and nonlonely individuals. We present evidence that a prototypic restorative behavior—sleep—does make such a differentiation, not through differences in time in bed or in sleep duration, but through differences in efficacy: In the study we report here, lonely individuals evinced poorer sleep efficiency and more time awake after sleep onset than nonlonely individuals. These results, which were observed in controlled laboratory conditions and were found to generalize to the home, suggest that lonely individuals may be less resilient than nonlonely individuals in part because they sleep more poorly. These results also raise the possibility that social factors such as loneliness not only may influence the selection of health behaviors but also may modulate the salubrity of restorative behaviors.     

The South African truth and reconciliation commission as a therapeutic tool

A Truth Commission is one of the institutions used in international law to investigate gross human rights violations within a specific country. In this article we examine claims that the South African Truth and Reconciliation Commission (TRC) was therapeutic. In the absence of empirical evidence, this examination will be guided by a theoretical framework that will reflect ways by which we believe international legal institutions can contribute tot he healing of the people of a country in which human rights abuses have taken place. We developed this framework with reference to the literature. Our conclusion is that the legislator's emphasis on truth, reconciliation, stability, and restorative justice enhanced the TRC's potential to promote healing, but that some features of this procedure and the enabling Act, the Promotion of National Unity and Reconciliation Act (1995), restricted its ability to be therapeutic. We conclude by looking at the role culture may have played in the success of the TRC.     

Ethical Principles and the Communication of Forensic Mental Health Assessments

Our premise is that ethics is the essence of good forensic practice and that mental health professionals must adhere to the ethical principles, standards, and guidelines of their professional bodies when they communicate their findings and opinions. We demonstrate that adhering to ethical principles can improve the quality of forensic reports and communications. We demonstrate this by focusing on the most basic principles that underlie professional ethical standards and guidelines, namely, Fidelity and Responsibility, Integrity, Respecting Rights and Dignity of Persons, and Justice and Fairness. For each principle we offer a brief definition and explain its demands. Then we identify ways in which the principle can guide the organization, content, or style of forensic mental health report writing, offering illustrative examples that demonstrate or abuse the principle.     

Variability in Personality Expression Across Contexts: A Social Network Approach

The current research investigated how the contextual expression of personality differs across interpersonal relationships. Two related studies were conducted with college samples (Study 1: N = 52, 38 female; Study 2: N = 111, 72 female). Participants in each study completed a five‐factor measure of personality and constructed a social network detailing their 30 most important relationships. Participants used a brief Five‐Factor Model scale to rate their personality as they experience it when with each person in their social network. Multiple informants selected from each social network then rated the target participant's personality (Study 1: N = 227, Study 2: N = 777). Contextual personality ratings demonstrated incremental validity beyond standard global self‐report in predicting specific informants' perceptions. Variability in these contextualized personality ratings was predicted by the position of the other individuals within the social network. Across both studies, participants reported being more extraverted and neurotic, and less conscientious, with more central members of their social networks. Dyadic social network–based assessments of personality provide incremental validity in understanding personality, revealing dynamic patterns of personality variability unobservable with standard assessment techniques.     

Distinguishing among disruptive behaviors to help predict high school graduation: Does gender matter?

This study examined unique predictive associations of aggressive and hyperactive–inattentive behaviors in elementary school with high school graduation. The current study also investigated whether these associations were moderated by gender. At Time 1, 745 children in the 3rd through 5th grades completed peer ratings on their classmates’ disruptive behaviors. At Time 2, school records were reviewed to determine whether students graduated within four years of entering high school. Results showed that gender and hyperactivity-inattention are uniquely associated with high school graduation, but childhood aggression is not. Results also indicated that gender moderated associations between hyperactivity–inattention and graduation. Among boys, hyperactive–inattentive behaviors were not significantly associated with graduation, above and beyond aggression. In contrast, among girls, hyperactive–inattentive behaviors in childhood were significantly associated with graduation even after controlling for aggression. These findings suggest that in middle childhood, hyperactive–inattentive behaviors may be a more meaningful predictor of high school graduation than other forms of early disruptive behavior (e.g., aggression), especially for girls. Such findings could have significant implications for prevention and intervention programs designed to target children at risk for dropping out of school.