Effectiveness of the ‘Hold me Tight’ Relationship Enhancement Program in a Self‐referred and a Clinician‐referred Sample: An Emotionally Focused Couples Therapy‐Based Approach

While evidence‐based couple therapies are available, only a minority of troubled couples seek help and they often do this too late. To reach more couples earlier, the couple relationship education (CRE) group program “Hold me Tight” (HmT) based on Emotionally Focused Couples Therapy (EFCT) was developed. This study is the first to examine the effectiveness of HmT. Using a three‐wave (waiting period, treatment, and follow‐up) within‐subject design, HmT was delivered to 79 self‐referred couples and 50 clinician‐referred couples. We applied a comprehensive outcome measure battery. Our main findings were that (1) self‐referred couples significantly improved during HmT on all measures, that is relationship satisfaction, security of partner‐bond, forgiveness, daily coordination, maintenance behavior, and psychological complaints, with a moderate‐to‐large mean effect size (d = .63), which was maintained (d = .57) during the 3.5 month follow‐up; (2) in clinician‐referred couples, who were vulnerable in terms of insecure attachment status and psychopathology, the improvement during HmT was moderate (d = .42), but this was reduced during the 3.5‐month follow‐up to a small effect (d = .22); (3) emotional functioning (typical HmT target) as well as behavioral functioning (typical Behavioral Couples Therapy‐based CRE target) improved during HmT; and (4) individual psychological complaints, although not specifically targeted, were reduced during HmT. These findings suggest that HmT is a promising intervention for enhancement of relationship functioning. Clinical implications are discussed.     

Being flexible or rigid in goal-directed behavior: When positive affect implicitly motivates the pursuit of goals or means

Building on previous research on the role of positive affect as implicit motivator we investigated both flexibility and rigidity in goal-directed behavior. Given that goal-directed behavior can be represented in terms of goals or means, we suggest that goal-directed behavior is more flexible in switching means when positive affect implicitly motivates a person to reach the goal, but is more rigid in switching means when positive affect implicitly motivates a person to perform a specific means. Three experiments corroborated this idea: the speed of switching from a learned goal-directed means to a new means was facilitated when positive affect was attached to the representation of the goal, whereas this switching was slowed down when positive affect was attached to the representation of the learned means. Together, these findings provide new insights into the occurrence of flexibility and rigidity in implicitly motivated goal-directed behavior.     

Testosterone affects gaze aversion from angry faces outside of conscious awareness

Throughout vertebrate phylogeny, testosterone has motivated animals to obtain and maintain social dominance-a fact suggesting that unconscious primordial brain mechanisms are involved in social dominance. In humans, however, the prevailing view is that the neocortex is in control of primordial drives, and testosterone is thought to promote social dominance via conscious feelings of superiority, indefatigability, strength, and anger. Here we show that testosterone administration in humans prolongs dominant staring into the eyes of threatening faces that are viewed outside of awareness, without affecting consciously experienced feelings. These findings reveal that testosterone motivates social dominance in humans in much the same ways that it does in other vertebrates: involuntarily, automatically, and unconsciously.     

Memory and attention for social threat: anxious hypercoding-avoidance and submissive gaze aversion

Rivalry for dominance is a recurrent challenge in human social interaction. During these social dominance interactions, some people rapidly break eye contact, whereas others merely try to avoid such eye-to-eye confrontations. The first is an example of submissive gaze aversion, whereas the second reflects anxious gaze avoidance. We tested these distinct forms of gaze behavior within a social-memory setting and show that anxious individuals vigilantly attend to, superiorly remember, and subsequently avoid social threats (i.e., angry faces). Furthermore, submissive individuals, as indexed by high trait anxiety and low trait anger, exhibit rapid gaze aversion from facial anger. Mechanisms of hypervigilance-avoidance thus seem to underlie natural gaze behavior and enhanced memory for threat in anxiety. Accordingly, we propose the term hypercoding-avoidance, which describes how anxious individuals habitually scan their immediate social environment for threat, remember its location, and subsequently avoid it. Moreover, this is the first experimental evidence showing that submissive gaze aversion is distinct from anxious gaze avoidance.     

Affective regulation of cognitive-control adjustments in remitted depressive patients after acute tryptophan depletion

Negative affect in healthy populations regulates the appraisal of demanding situations, which tunes subsequent effort mobilization and adjustments in cognitive control. In the present study, we hypothesized that dysphoria in depressed individuals similarly modulates this adaptation, possibly through a neural mechanism involving serotonergic regulation. We tested the effect of dysphoria induced by acute tryptophan depletion (ATD) in remitted depressed patients on conflict adaptation in a Simon task. ATD temporarily lowers the availability of the serotonin precursor L-Tryptophan and is known to increase depressive symptoms in approximately half of remitted depressed participants. We found that depressive symptoms induced by ATD were associated with increased conflict adaptation. Our finding extends recent observations implying an important role of affect in regulating conflict-driven cognitive control.     

Implicit Trait Policies in Multimedia Situational Judgment Tests for Leadership Skills: Can They Predict Leadership Behavior?

To explain why situational judgment tests are often correlated with personality measures, Motowidlo, Hooper, and Jackson (2006a Motowidlo, S. J., Hooper, A. C. and Jackson, H. L. 2006a. Implicit policies about relations between personality traits and behavioral effectiveness in situational judgment items. Journal of Applied Psychology, 91: 749–761. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar], 2006b Motowidlo, S. J., Hooper, A. C. and Jackson, H. L. 2006b. “A theoretical basis for situational judgment tests”. In Situational judgment tests: Theory, measurement, and application, Edited by: Weekley, J. A. and Ployhart, R. E. 57–81. Mahwah, NJ: Erlbaum.  [Google Scholar]) developed the implicit trait policy theory. Implicit trait policies are beliefs about causal relationships between personality traits and behavioral effectiveness. Among 180 employees, this field study examined whether a multimedia situational judgment test that was intended to assess leadership skills can capture individual differences in such policies. Furthermore, it was examined whether these implicit trait policies were able to predict leadership behavior. Results confirmed that the situational judgment test was able to capture individual differences in implicit trait policies for Extraversion and Conscientiousness. Furthermore, results showed that implicit trait policies for Extraversion can predict leadership behavior over and above leadership experience and the associated personality trait.     

Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole.     

Charismatic leadership,environmental dynamism,and performance

Most studies relating charismatic leadership to performance have limitations concerning selection of criterion measures and investigation of moderators. Therefore, this study examines relationships between charismatic leadership and multiple performance outcomes under different levels of environmental dynamism (i.e., level of environmental uncertainty, degree of technological change) and per type of Chief Executive Officer (firm owner versus managing director). Results revealed that charismatic leadership was positively related to common-source and multi-source perceptual performance outcomes (i.e., subordinates' positive work attitude) and to organization profitability, but unrelated to organization liquidity and solvency. The relationship between charismatic leadership and perceptual performance was stronger under conditions of environmental uncertainty than under conditions of environmental certainty. Furthermore, charismatic leadership was more strongly related to organization profitability for firm owners than for managing directors who do not own their firm. The results are discussed and several potentially fruitful avenues for future research on charismatic leadership and employee as well as organizational performance are presented.     

Mindfulness reduces habitual responding based on implicit knowledge: Evidence from artificial grammar learning

Participants were unknowingly exposed to complex regularities in a working memory task. The existence of implicit knowledge was subsequently inferred from a preference for stimuli with similar grammatical regularities. Several affective traits have been shown to influence AGL performance positively, many of which are related to a tendency for automatic responding. We therefore tested whether the mindfulness trait predicted a reduction of grammatically congruent preferences, and used emotional primes to explore the influence of affect. Mindfulness was shown to correlate negatively with grammatically congruent responses. Negative primes were shown to result in faster and more negative evaluations. We conclude that grammatically congruent preference ratings rely on habitual responses, and that our findings provide empirical evidence for the non-reactive disposition of the mindfulness trait.     

Symptom-positive and symptom-negative items in the state-trait anxiety inventory: A comparison and replication

Substantially higher mean scores on symptom-negatively versus symptom-positively worded items have consistently been reported in the literature for the balanced Stait-Trait Anxiety Inventory. In this study we aimed at replicating and comparing these findings for the Dutch adaptation of the inventory. Results indicated significantly higher mean subscale scores for symptom-negative as opposed to symptompositive items of both the Trait and State version, across sexes and age groups as well as across different levels of distress in students, policemen and psychiatric out-patients. Positive-negative mean difference scores were consistently larger for the State than for the Trait version. State and Trait mean difference scores were found to be mainly confined to symptom-positive subscales. Scale intercorrelations were lowest between symptom-positive and symptom-negative subscales both within and across measures. Factor analyzing the combined versions identified separate symptom-negative and symptom-positive factors, tentatively labeled “absence of positive affect” and “presence of negative affect”. Several explanations of the findings among which item-intensity specificity, the response style of social desirability and the model of positive and negative affectivity are discussed.