How Self‐Image and Compassionate Goals Shape Intrapsychic Experiences

Self‐image goals focus on constructing, maintaining, and defending desired public and private images of the self, whereas compassionate goals focus on being supportive and not harming others. We suggest that these goals shape construals of others in relation to the self, which in turn, shape affective experiences. We review research showing that when people have self‐image goals, they construe others as competitors, which leads to feeling uneasy with others (i.e., conflicted, confused, and fearful), and that when they have compassionate goals, they construe others as collaborators and have more constructive approaches to interpersonal problems, which leads to feeling at ease with others (i.e., peaceful, clear, and loving) and less upset with them. Thus, interpersonal goals shape construals of others, which in turn shape intrapsychic experiences of the world and of the self.     

Facial Emotion Processing in Borderline Personality Disorder: A Systematic Review and Meta-Analysis

A body of work has developed over the last 20 years that explores facial emotion perception in Borderline Personality Disorder (BPD). We identified 25 behavioural and functional imaging studies that tested facial emotion processing differences between patients with BPD and healthy controls through a database literature search. Despite methodological differences there is consistent evidence supporting a negative response bias to neutral and ambiguous facial expressions in patients. Findings for negative emotions are mixed with evidence from individual studies of an enhanced sensitivity to fearful expressions and impaired facial emotion recognition of disgust, while meta-analysis revealed no significant recognition impairments between BPD and healthy controls for any negative emotion. Mentalizing studies indicate that BPD patients are accurate at attributing mental states to complex social stimuli. Functional neuroimaging data suggest that the underlying neural substrate involves hyperactivation in the amygdala to affective facial stimuli, and altered activation in the anterior cingulate, inferior frontal gyrus and the superior temporal sulcus particularly during social emotion processing tasks. Future studies must address methodological inconsistencies, particularly variations in patients’ key clinical characteristics and in the testing paradigms deployed.     

Luther,learning, and the liberal arts

The learning goals of a well‐designed course in the liberal arts include not only the imparting of knowledge but also the development of critical thinking and disciplinary expertise. A class on Luther can help students acquire those intellectual skills associated with the discipline of history and the liberal arts more generally as they consider broader questions about institutional religion, spirituality, moral choices, and human agency. Current scholarship on how people learn highlights the importance of adequate mental frameworks for the acquisition, retention, and retrieval of new ideas and information. This scholarship underlies the choice of specific strategies used to teach about Luther and the Reformation. Assignments provide “scaffolding,” which begins with modeling and then moves from simpler to more complex assignments. Students practice the specific intellectual skills of critical reading and textual analysis over the course of the semester.     

Persistence and relapse of reinforced behavioral variability

The present study examined persistence and relapse of reinforced behavioral variability in pigeons. Pigeons emitted four‐response sequences across two keys. Sequences produced food according to a lag schedule, in which a response sequence was followed by food if it differed from a certain number of previous sequences. In Experiment 1, food was delivered for sequences that satisfied a lag schedule in both components of a multiple schedule. When reinforcement was removed for one component (i.e., extinction), levels of behavioral variability decreased for only that component. In Experiment 2, food was delivered for sequences satisfying a lag schedule in one component of a multiple schedule. In the other component, food was delivered at the same rate, but without the lag variability requirement (i.e., yoked). Following extinction, levels of behavioral variability returned to baseline for both components after response‐independent food delivery (i.e., reinstatement). In Experiment 3, one group of pigeons responded on a lag variability schedule, and the other group responded on a lag repetition schedule. For both groups, levels of behavioral variability increased when alternative reinforcement was suspended (i.e., resurgence). In each experiment, we observed some evidence for extinction‐induced response variability and for variability as an operant dimension of behavior.     

The role of personal practice in therapist skill development: a model to guide therapists,educators, supervisors and researchers

Prior to 2000, personal practice (PP) for therapists mostly meant personal therapy. Recently a new landscape of PPs has emerged, with meditation-based programs and therapy self-practice/self-reflection (SP/SR) programs playing an increasing role in training and personal/professional development. The challenge now for practitioners and researchers is to refocus on the role of PPs in training and professional development. Are PPs of value - or not? Do they have a role in therapist development? How might PPs enhance therapist skilfulness? Do different PPs act in similar or different ways? Currently, the PP literature lacks a theoretical framework to guide practitioners in their choice of PPs or researchers in their choice of research questions and measures. The purpose of this article is to provide such a framework, the Personal Practice (PP) model. The PP model proposes primary impacts of PPs in four domains: personal development/wellbeing, self-awareness, interpersonal beliefs/attitudes/skills and reflective skills. The model also suggests a secondary impact on therapists’ conceptual/technical skills when therapists use reflection to consider the implications of their PP for their “therapist self”. We offer some suggestions to enhance the quality of future research, and conclude that PPs may play an important and perhaps unique role in therapist training.     

Psychopathic traits and men’s anger response to interpersonal conflict: A pilot study

Psychopathy is associated with emotional dysfunction that impedes the experience of emotions such as fear and sadness and has been purported to facilitate violent behavior. However, findings relative to the association between psychopathy and anger have not been reliably substantiated. Theorists have proposed that psychopathy predisposes one to experience greater frustration and anger, whereas other experts have suggested that there is no convincing evidence for this assertion. In the present study, we tested the relationship between psychopathy subfactors and anger subsequent to conflict or non-conflict interactions. Sixty-eight collegiate-men completed the Self-Report Psychopathy Scale and read vignettes depicting either a conflict or non-conflict scenario and were asked to imagine themselves in the situation. Following presentation of the vignettes, participants completed a lexical-decision-task assessing affective states. Results indicated that the psychopathy subfactors demonstrated strong differential associations, where Factor 1 showed negative and Factor 2 showed positive association with anger activation in response to interpersonal conflict. Findings are discussed in terms of the importance of anger as a facilitator of violence in some psychopathic individuals.     

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual‐oriented and social‐oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one‐path analytic model with a sample of Indonesian high‐school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social‐oriented achievement motive; self‐direction values positively predicted individual‐oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual‐oriented and social‐oriented achievement motives positively predicted mastery‐approach and performance‐approach goals. Interestingly, social‐oriented achievement motive also positively predicted mastery‐avoidance and performance‐avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance‐approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.     

Stressors Experienced by Women Within Marine Corps Families: A Qualitative Study of Discourse Within an Online Forum

The social constructionist perspective frames this exploration of the socioemotional and relational aspects of stress experienced by significant others of active duty Marines. Interpretive methods were applied to data from an online forum for Marine Corps wives, fiancées, and girlfriends. Open coding revealed six stressors: (a) stuck in a state of flux, (b) going through changes, (c) relational uncertainty, (d) loneliness, (e) alienation, and (f) anxiety related to deployment. Axial coding revealed three properties underlying these stressors: (a) issues of control and helplessness, (b) concerns over privileging individual or relational goals, and (c) the matter of locus of blame.