Self-knowledge: An expanded view

This paper argues for a more extensive study of self-knowledge. From the cognitive perspective, self-knowedge is a critical component of personality. Until quite recently, however, the study of self-knowledge has been narrowly conceived, focusing primarily on how individuals describe their roles and characteristic behaviors. Yet individuals also have knowledge about their preferences and values, their goals and motives, and their rules and strategies for regulating behavior. These dynamic aspects of self-knowledge are significant because they can be importantly revealing of future behavior. The content and organization of self-knowledge is important first because it indicates which domains of behavior are regarded as the most self-relevant. It is in these domains that the strongest links between personality and behavior will be observed. Second, self-knowledge cognitively represents desired and undesired states for the self, as well as specific ideas about how to realize or avoid these states. It thus indicates the likely course of behavior in self-relevant domains. A number of recent research efforts can be intepreted as explorations of self-knowledge. These are briefly reviewed and integrated to provide a general outline for an expanded view of self-knowledge.     

Changes in student teachers' agency beliefs during a teacher education year,and relationships with observed classroom quality,and day‐to‐day experiences

Background Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. Aim We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day‐to‐day experiences in partnership schools during the practicum. Samples Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4‐day short form diary. Methods Confirmatory factor analysis validated two agency belief constructs. Multi‐level models for change investigated individual differences in change over time. Multi‐level path models related observation and diary responses to agency beliefs. Results Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Conclusions Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.     

Personal versus interpersonal contributions to depressive symptoms among Hong Kong adolescents

Cross‐cultural theory proposes that an essential distinction between cultures lies in the extent to which individual members see themselves as either independent agents preferentially valuing agency and efficacy, or as embedded within a social context preferentially valuing interpersonal relationships. A nonreferred sample of 605 boys and 503 girls from Hong Kong provided information regarding: (1) perceptions of their personal self‐efficacy or beliefs regarding their own ability to master challenges they face; (2) the degree of harmony in their interpersonal (peer and family) relationships; and (3) depressive symptoms as an assessment of their mood. Cognitive theories of emotions propose that both the individual's assessment of his/her self‐efficacy and of his/her relationships influence mood. Hypotheses, based on cross‐cultural theory, were that in this collective culture, interpersonal evaluations would predict more of the variance in mood than would personal self‐efficacy. Contrary to Western sex‐differences literature, it was predicted that the effect of interpersonal harmony on mood would be equally pronounced for girls and for boys. Structural equation modelling was used to test causal models. Consistent with findings from the West, evaluations of personal self‐efficacy as well as interpersonal relationship harmony were significantly associated with depressed mood. Consistent with cultural theory, interpersonal relationship harmony was more strongly associated with mood than was personal self‐efficacy for the entire sample of adolescents. In contrast to findings of sex differences in the salience of relationships in the West, the prediction of interpersonal relationships to mood was equal for boys and girls in Hong Kong. This preliminary study extends models of cognitive concomitants of mood disruption to a non‐Western culture, and provides a framework to understand relative contnbutors to mood in adolescence. The findings tentatively suggest that treatment for depressive mood in Chinese populations should prioritize enhancement of the perceived quality of interpersonal relationships over increasing a sense of mastery.     

Cognitive and Behavioral Differences Between Subtypes in Refractory Irritable Bowel Syndrome

Irritable bowel syndrome (IBS) is a functional gastrointestinal syndrome consisting of different bowel pattern subtypes: diarrhea predominant (IBS-D), constipation predominant (IBS-C), and alternating (IBS-A). This paper aimed to identify whether (a) psychological factors implicated in the cognitive behavioral model of IBS were differentially associated with bowel pattern subtypes, (b) whether there were differences in symptom severity and work and social adjustment across the IBS-subtypes. Analysis was conducted on baseline data of 557 individuals with refractory IBS recruited into the Assessing Cognitive Therapy in Irritable Bowel (ACTIB) randomized controlled trial. Correlations assessed the associations between psychological factors, stool patterns, symptom severity, and work and social adjustment. Hierarchical regressions identified whether cognitive and behavioral factors were significantly associated with frequency of loose/watery stools, hard/lumpy stools and symptom severity while controlling for affective (anxiety and depression) and demographic factors (age, gender, symptom duration). One-way ANOVAs were conducted to assess differences across Rome III classified subtypes (IBS-A, D and C) in cognitive, behavioral, affective, symptom severity, and adjustment measures. Psychological factors were significantly associated with symptom severity and work and social adjustment. Increased avoidance behavior and unhelpful gastrointestinal (GI) cognitions were significantly associated with higher frequency of loose/watery stools. Increased control behaviors were associated with higher frequency of hard/lumpy stools. Cognitive and behavioral differences were significant across the Rome III classified IBS subtypes. There were no differences in anxiety, depression, overall symptom severity, or work and social adjustment. The results are discussed in terms of their utility in tailoring cognitive behavioral treatments to IBS subtypes.     

‘I’ve got to prioritise’: being a parent with cystic fibrosis

Due to advances in earlier diagnosis and treatment, the life expectancy of a person born with cystic fibrosis (CF) has increased. Therefore, more people with CF are becoming parents but the psychological understanding of CF has lagged behind advances in medical treatment; there is very limited applied psychological research on which parents and professionals can draw when considering issues of parenting in this context. This qualitative research explored how mothers and fathers with CF experience and manage the dual roles of being a parent and living with CF. The aim was to facilitate development of an understanding of experience rather than test existing theory. A qualitative methodology was chosen as it allowed participants to reflect openly on their individual experiences. Nine participants completed semi-structured interviews either in their own homes or a clinic base which examined parenting, CF and the interaction between the two roles. Four participants were male and five were female with an age range of 21–50. Interpretive Phenomenological Analysis was used to interpret the participants’ accounts and generate super-ordinate and master themes. ‘Being a parent on compressed time’ was the super-ordinate theme which reflected the challenge of parenting within both a limited life trajectory and a complex treatment regime with daily adherence and time pressures. The findings have implications for parents with CF, those considering parenting and for health professionals working in CF services whose guidance needs to be grounded in an evidence-base. Further research is needed to explore the experiences of parents within different family structures, parents who have had a transplant and the perspectives of others in the wider system in which parents with CF are located.     

How Risk is Perceived, Constructed and Interpreted by Clients in Clinical Genetics, and the Effects on Decision Making: Systematic Review

As an individual’s understanding of their genetic risk may influence risk management decisions, it is important to understand the ways in which risk is constructed and interpreted. We systematically reviewed the literature, undertaking a narrative synthesis of 59 studies presenting data on the ways in which individuals perceive, construct and interpret their risk, and the subsequent effects. While most studies assessed perceived risk quantitatively, the combined evidence suggests individuals find risk difficult to accurately quantify, with a tendency to overestimate. Rather than being a stand-alone concept, risk is something lived and experienced and the process of constructing risk is complex and influenced by many factors. While evidence of the effects of perceived risk is limited and inconsistent, there is some evidence to suggest high risk estimations may adversely affect health and lead to inappropriate uptake of medical surveillance and preventative measures by some individuals. A more focused approach to research is needed with greater exploration of the ways in which risk is constructed, along with the development of stronger theoretical models, to facilitate effective and patient-centered counseling strategies.     

Developing Cognitive Behavioral Therapy to Prevent Depressive Relapse in Youth

Relapse rates for children and adolescents with major depressive disorder (MDD) range from 30% to 40% within 1 to 2 years after acute treatment. Although relapse rates are high, there have been relatively few studies on the prevention of relapse in youth. While acute phase pharmacotherapy has been shown to reduce symptoms rapidly in depressed youth, children and adolescents frequently report ongoing residual symptoms and often relapse following acute treatment. Recent adult trials have begun examining augmentation with psychosocial treatment after successful medication treatment to enhance medication response and prevent future relapse. This strategy has not yet been examined in youth with depression. Here we present initial efforts to develop a sequential, combination treatment strategy to promote rapid remission and to prevent relapse in depressed youth. We describe efforts to adapt CBT to prevent relapse (RP-CBT) in youth who respond to pharmacotherapy. The goals of RP-CBT include: preventing relapse, increasing wellness, and developing skills to promote and sustain well-being. We describe the rationale for, components of, and methods used to develop RP-CBT. The results from a small open series sample demonstrate feasibility and indicate that youth appear to tolerate RP-CBT well. A future test of the treatment in a randomized controlled trial is described.     

GENDER AND SERIOUS MENTAL ILLNESS: A Feminist Perspective

Perhaps in reaction to criticisms of woman as problem formulations, psychological literature has nearly ignored women with serious mental illnesses (SMI), although epidemiological research indicates that women are overrepresented in these diagnoses. Data are presented on characteristics, functioning, and services received for a sample of nearly 2,500 SMI clients. Statistical clustering of clients with similar profiles produced four out of six clusters with significant differences in proportions of female versus male clients represented. The results indicate that the extent to which SMI clients display gender-related symptoms and behaviors is a significant factor in clinician perceptions and in service utilization. However, results also show substantial overlap in gender composition of the clusters. Discussion centers on the quality of care and appropriateness of services for female clients. Future research is suggested, utilizing a feminist understanding of women's diversity and of sociopolitical factors related to mental health.     

Positional character frequency and word spacing facilitate the acquisition of novel words during Chinese children's reading

Children's eye movements were recorded to examine the role of word spacing and positional character frequency on the process of Chinese lexical acquisition during reading. Three types of two-character novel pseudowords were constructed: words containing characters in positions in which they frequently occurred (congruent), words containing characters in positions they do not frequently occur in (incongruent) and words containing characters that do not have a strong position bias (balanced). There were two phases within the experiment, a learning phase and a test phase. There were also two learning groups: half the children read sentences in a word-spaced format and the other half read the sentences in an unspaced format during the learning phase. All the participants read normal, unspaced text at test. A benefit of word spacing was observed in the learning phase, but not at test. Also, facilitatory effects of positional character congruency were found both in the learning and test phase; however, this benefit was greatly reduced at test. Furthermore, we did not find any interaction between word spacing and positional character frequencies, indicating that these two types of cues affect lexical acquisition independently. With respect to theoretical accounts of lexical acquisition, we argue that word spacing might facilitate the very earliest stages of word learning by clearly demarking word boundary locations. In contrast, we argue that characters' positional frequencies might affect relatively later stages of word learning.