Negative perfectionism increases the risk of fatigue following a period of stress

Abstract

There is a considerable amount of research concerning (he relationship between psychological variables and the postoperative outcome of surgery. However, little attention has been paid to the potential influence of psychological factors on infra-operative variables, most notably on anaesthetic requirement. The present study investigates the influence of surgery-related trail and slate anxiety as well as of dispositional and surgery-related actual coping on several indicators of intra- and postoperative adjustment. In addition, a possible mediating effect of stress-induced analgesia on the relationships between anxiety, coping, and intraoperative anaesthetic requirements was evaluated. Sixty-one patients undergoing elective lumbar iniclcotomy completed questionnaires regarding anxiety and coping variables one day before surgery. Intraoperative adjustment was assessed by measuring EEG-controlled anaesthetic requirements for induction and maintenance of anaesthesia, β-endorphin plasma concentration was collected preoperatively in the induction room. Postoperative outcome was assessed on the third day after surgery by questionnaires regarding pain experience, physical condition and emotional state. For preoperative anxiety as well as vigilant coping behaviour, there were opposite relationships with subjective measures of adjustment (e.g. self-reported postoperative pain experience), on the one side, and objective measures on the other (e.g., intraoperative anaesthetic requirement). Stress-induced analgesia was found for the subgroup of high-anxious patients. The results indicate that psychological programmes aimed at facilitating patients' perioperative adjustment should consider the different effects of anxiety and coping on subjective and objective measures.     

Cognitive antecedents to adolescent health risk: Discriminating between behavioral intention and behavioral willingness

Abstract

A model of adolescent health risk behavior that is both cognitive and social-psychological in orientation is described, and an aspect of the model is tested empirically. The model suggests that health risk behaviors (e.g., smoking or drunk driving), especially among adolescents, are not always intended or premeditated, but instead are often reactions to risk-conducive circumstances. Because they are not entirely premeditated, such behaviors are not accurately predicted by “traditional” behavioral intention measures, but are predicted by a central construct in the model labeled behavioral willingness. Results of two studies indicate that both intention (expectation) and willingness measures predict future risk behaviors, and do so independent of one another. Additional analyses provide further evidence of discriminant validity between the two constructs by indicating that they relate differently to perceptions of personal vulnerability to the health risks associated with these behaviors.     

What You Do for Your Team Comes Back to You: A Cross-Level Investigation of Individual Goal Specification,Team-Goal Clarity,and Individual Performance

This article reports findings from a longitudinal field study on multilevel processes in teams and examines the role of individual team-goal specification and team-goal clarity with regard to individual performance. It is hypothesized that individual team-goal specification predicts change in individual performance over time, particularly when team-goal clarity is low. Multisource data gathered in 31 project teams supported the hypotheses. Overall, the findings suggest that team members can improve their individual performance when engaging in teamwork processes that are relevant for the team as a whole.     

Characterization of Memory Impairment Following Closed-Head Injury in Children Using the Rey Auditory Verbal Learning Test (AVLT)

Memory impairment following closed-head injury (CHI) in children is well documented. Characterization of the memory deficits of children with CHI could contribute to the prediction of academic performance and rehabilitation of these children. Twenty-five children who sustained closed-head injury and 25 matched controls were administered the Rey Auditory Verbal Learning Test (AVLT). The advantage of this memory test is that a number of memory components are measured simultaneously, thus enabling us to study the relations between different aspects of memory within the same patient sample. The findings indicate that the Rey AVLT is a good test for characterization of impaired verbal memory in children following CHI. Transformation of scores derived from the Rey AVLT to Z-scores enables us to determine the relative effect of CHI in children on different memory scores. Raw scores were more vulnerable than relational ones, derived as the difference between two raw scores (e.g., learning, Trial 5?1), to closed-head injury in children, and scores reflecting word span were the least vulnerable. The results are discussed in terms of the possible contribution of the frontal lobes, which are frequently affected in closed-head injuries, to memory performance.     

Age-related differences in inhibitory control in the early school years

The transition to school is associated with a greater requirement to inhibit irrelevant or inappropriate thought and behavior in order to concentrate on effective learning and to interact successfully with peers. Current knowledge of inhibitory control development in the early school years is limited due to a lack of normative data from age-appropriate, sensitive measures. In this study, three pictorial versions of the Stroop task were administered to investigate inhibitory control development in early school-aged children. Age-related trajectories of inhibition and effects of gender were examined in 80 children (42 boys) aged 5 to 8 years. All children were assessed with the Cognitive Assessment System Expressive Attention subtest (Big-Small Stroop), Fruit Stroop, and Boy-Girl Stroop. The Big-Small Stroop revealed substantial age-related improvement in inhibition from 5 to 7 years with a levelling of performance at 8 years of age, while the Fruit Stroop and Boy-Girl Stroop demonstrated clear but nonsignificant age trends. In particular, older children committed fewer errors and corrected their errors more frequently than younger children. Performance on all Stroop tasks correlated significantly, providing evidence that they tap similar cognitive abilities. Some gender differences were found. This study indicates that inhibitory skills develop rapidly in the early school years and suggests that error awareness may be a useful indicator of the development of cognitive inhibition for this age group.     

The development of an institute for the caring professions

This paper was originally given in Durham in March 1988 at a conference of the Association for Psychoanalytic Psychotherapy in the NHS, the Scottish Association of Analytical Psychotherapists and the Northern Association for Analytic Psychotherapy. It explores the processes of development of a single organisation, the Scottish Institute of Human Relations, since its inception twenty years ago. The three authors have worked together in different roles throughout this period, and they write from their separate subjective experiences as well as indicating areas of joint concern.

First, an overview of the history of the Institute is offered by the Director, with comment on some of the achievements and vicissitudes and the learning which resulted. Secondly, the Institute's responses to a particular group of users, the clergy, is described and illustrated. Finally, the change process is discussed, both theoretically and with reference to various aspects of the Institute's life, especially relationships within and between internal groupings and with the outside world.     

Attributional Retraining: A Motivation Treatment With Differential Psychosocial and Performance Benefits for Failure Prone Individuals in Competitive Achievement Settings

Our quasi-experimental, longitudinal treatment study examined whether Attributional Retraining (AR) facilitated adjustment among young adults (n = 324) making the challenging school-to-university transition. An AR by performance orientation group 2 × 4 design showed AR primarily benefited high-risk students: Failure-ruminators (high failure preoccupation, low perceived control) receiving AR reported higher intrinsic motivation and more adaptive attribution-related emotions than their no-AR peers. Failure-acceptors (low failure preoccupation, low perceived control) receiving AR had higher intrinsic motivation, higher grade point averages, and fewer course withdrawals than their no-AR counterparts. Thus, AR had differential benefits (emotions, achievement) for vulnerable students who were psychologically distinct.     

Excogitating Bion's Cogitations: further implications for technique

The author takes up a number of Bion's musings posthumously published as Cogitations (1992) and attempts to demonstrate the clinical usefulness of Bion's thoughts. She offers some new models and some points of technique that might be derived from following the trail of these selected fragments of Bion's thinking. Several detailed clinical examples are offered for clarification and illustration.     

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students’ adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.