Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

In the UK, Clinical Psychologists (CPs) work in a variety of settings within the National Health Service (NHS), often within Multi-Disciplinary Teams (MDTs). Problem-Based Learning (PBL) within CP training at the University of Hertfordshire (UH) offers unique opportunities to combine scientist-practitioner and reflective-practitioner models to learn about group dynamics from the personal experience of working within an experiential learning group.

Further, given Trainees work three days per week on placement within MDTs in the NHS, the learning gained within a ‘safer’ PBL context can be utilised within these clinical settings. For two years, Trainees at UH have to work in small PBL groups with five or six members learning to work together to achieve a goal (four assessed presentations) negotiating their own personal and professional journey, as well as a group journey. Consequently, PBL offers trainees opportunities to learn (1) how individuals work within a group; (2) how personal experiences influence this process; (3) how others influence them and are influenced by them; and (4) how a group of diverse individuals conceptualise, understand and convey case vignettes to an audience. Within these groups, many Trainees learn to speak out, reflect, listen attentively, empathise, validate and accept diverse experiences. Further, when differences dominate they often learn to negotiate these, finding a way to maintain effective team working in order to complete the presentation. Focusing on the conflict that can occur within (any) group, this paper explores themes from the reflective narratives of six trainees: parallels and differences between MDTs and PBL groups, striving for and achieving authenticity; and conflict as a ‘swear’ word. We conclude that exploring the role PBL can play in training individuals to work effectively in teams may be of benefit within the training of other professional groups.     

Psychometric characteristics of the Transgender Identity Survey in an Italian sample: A measure to assess positive and negative feelings towards transgender identity

Transgender people experience systematic oppression due to societal endorsement of binary notions of gender. As a result, they are at risk for self-stigmatization via the internalization of negative attitudes about being transgender. Thus, researchers need instruments to assess the multilayered nature of transgender identity and its role in the experience of mental health and well-being. This study evaluated the psychometric characteristics of the Transgender Identity Survey (TIS) in an Italian sample of 149 transgender people. The TIS assesses levels of pride, shame, alienation, and passing in transgender populations, providing researchers and clinicians with an instrument that can evaluate both positive aspects of transgender identity and internalized transphobia. Confirmatory factor analyses showed that the original four-factor model had adequate fit to the data obtained from the Italian sample, with the exception of one item. Both convergent and predictive validity were assessed and partially confirmed, indicating that the TIS is significantly correlated with some of the enacted stigma and mental health outcome measures (perceived stress, depression, and anxiety). This study provides both clinicians and researchers with a tool to assess positive and negative aspects of identity in transgender populations.     

Radial bisection of words and lines in right‐brain‐damaged patients with spatial neglect

The bisection of lines positioned radially (with the two ends of the line close and far, with respect to the participant's body) has been less investigated than that of lines placed horizontally (with their two ends left and right, with respect to the body's midsagittal plane). In horizontal bisection, patients with left neglect typically show a rightward bias for both lines and words, greater with longer stimuli. As for radial bisection, available data indicate that neurologically unimpaired participants make a distal error, while results from right‐brain‐damaged patients with left spatial neglect are contradictory. We investigated the bisection of radially oriented words, with the prediction that, during bisection, linguistic material would be recoded to its canonical left‐to‐right format in reading, with the performance of neglect patients being similar to that for horizontal words. Thirteen right‐brain‐damaged patients (seven with left spatial neglect) and fourteen healthy controls were asked to manually bisect 40 radial and 40 horizontal words (5–10 letters), and 80 lines, 40 radial and 40 horizontal, of comparable length. Right‐brain‐damaged patients with spatial neglect exhibited a proximal bias in the bisection of short radial words, with the proximal part corresponding to the final right part of horizontally oriented words. This proximal error was not found in patients without neglect and healthy controls. For bisection, short radial words may be recoded to the canonical orthographic horizontal format, unveiling the impact of left neglect on radially oriented stimuli.     

Ethical Guidelines for Mass Trauma and Complex Humanitarian Emergencies

Issues pertaining to trauma, especially mass trauma and complex humanitarian emergencies, are explored through the lens of ethical counseling guidelines. In mass trauma, particular attention must be paid to the experiences of both survivors and counselors to enhance understanding of ethical best practices and to emphasize the importance of contextual factors in framing effective responses to trauma and humanitarian crises. Recommendations regarding ethical guidelines for counseling practice, clinical involvement, and training are offered.     

Is there room for criticism of studies of psychodynamic psychotherapy?

Comments on the original article, "The efficacy of psychodynamic psychotherapy," by J. Shedler (see record 2010-02208-012). Shedler declared unequivocally that "empirical evidence supports the efficacy of psychodynamic therapy" (p. 98). He did not mention any specific criticisms that have been made of evidence on psychodynamic psychotherapies or address possible distinctions between evidence for short-term versus long-term psychodynamic psychotherapies. Instead, he attributed dissenting views to biases in evidence dissemination and review, which he suggested are rooted in a "lingering distaste in the mental health professions professions for past psychoanalytic arrogance and authority" related to a "hierarchical medical establishment that denied training to non-MDs and adopted a dismissive stance toward research" (Shedler, 2010, p. 98). Shedler (2010) justified his blanket dismissal of criticisms of evidence supporting psychodynamic psychotherapy on the basis of several published meta-analyses. The validity of conclusions from metaanalyses depends on the quality of the evidence synthesized, the nature of the studies included, and the rigor of the statistical analyses employed. Many meta-analyses, however, are not performed rigorously, which can result in treatment efficacy estimates that obscure important intertrial differences and that are unlikely to be replicated in clinical practice.     

Variation in perceptions of physical dominance and trustworthiness predicts individual differences in the effect of relationship context on women's preferences for masculine pitch in men's voices

Several studies have found that women tend to demonstrate stronger preferences for masculine men as short-term partners than as long-term partners, though there is considerable variation among women in the magnitude of this effect. One possible source of this variation is individual differences in the extent to which women perceive masculine men to possess antisocial traits that are less costly in short-term relationships than in long-term relationships. Consistent with this proposal, here we show that the extent to which women report stronger preferences for men with low (i.e., masculine) voice pitch as short-term partners than as long-term partners is associated with the extent to which they attribute physical dominance and low trustworthiness to these masculine voices. Thus, our findings suggest that variation in the extent to which women attribute negative personality characteristics to masculine men predicts individual differences in the magnitude of the effect of relationship context on women's masculinity preferences, highlighting the importance of perceived personality attributions for individual differences in women's judgments of men's vocal attractiveness and, potentially, their mate preferences.     

Effects of a brief video intervention on White university students' racial attitudes

The authors investigated the effects of a brief video intervention on the racial attitudes of White university students. One hundred thirty-eight self-identified White students were randomly assigned to either an experimental condition in which they viewed a video documenting the pervasiveness of institutional racism and White privilege in the United States or a neutral control condition. Findings offer preliminary support that participants in the experimental, but not the control, condition showed significant increases in racial awareness (i.e., decrease in racial color-blindness), White empathy, and White guilt, at posttest. However, no significant differences in racial prejudice or White fear of racial minorities were observed at posttest. Implications for multicultural counseling training, diversity programming, and future research are discussed.     

Stress resilience in early marriage: can practice make perfect?

As all couples experience stressful life events, addressing how couples adapt to stress is imperative for understanding marital development. Drawing from theories of stress inoculation, which suggest that the successful adaptation to moderately stressful events may help individuals develop a resilience to future stress, the current studies examined whether experiences with manageable stressors early in the marriage may serve to make the relationship more resilient to future stress. In Study 1, 61 newlywed couples provided data regarding their stressful life events, relationship resources (i.e., observed problem-solving behaviors), and marital satisfaction at multiple points over 2? years. Results revealed that among spouses displaying more effective problem-solving behaviors, those who experienced moderate stress during the early months of marriage exhibited fewer future stress spillover effects and reported greater increases in felt efficacy than did spouses who had less experience with early stress. Study 2 examined stress resilience following the transition to parenthood in a new sample of 50 newlywed couples. Again, spouses who experienced moderate stress during the early months of marriage and had good initial relationship resources (i.e., observed support behaviors) reported greater marital adjustment following the transition to parenthood than did spouses who had good initial resources but less prior experience coping with stress. Together, results indicate that entering marriage with better relationship resources may not be sufficient to shield marital satisfaction from the detrimental effects of stress; rather, couples may also need practice in using those resources to navigate manageable stressful events.     

A bibliography of articles of interest to teachers of psychology appearing in psychological reports 1955-2010

Abibliography is presented of articles related to various aspects of the teaching of psychology that have appeared in Psychological Reports from 1955-2010. The 605 articles are classified into 21 sections including those devoted to history, psychology of the scientist, teaching tips, textbook evaluation, and evaluation of students and professors.     

Priming insight in groups: Facilitating and inhibiting solving an ambiguously worded insight problem

We extend research on the priming of insight by studying group problem solving. Groups of 2–4 participants tried to solve an ambiguously worded problem in the presence of a prime that reinforced the dominant but incorrect interpretation of the problem, a prime that reinforced the uncommon but correct interpretation, or no prime. The paradigm involved participants asking questions of the experimenter that could only be answered “yes” or “no.” In Experiment 1, the prime was present throughout the solving period; in Experiment 2, it was removed prior to the solving period. In both experiments, the primes had their predicted effects. Patterns in the time taken to solve the problem supported the idea that groups stuck at the impasse were more or less able to restructure the problem, depending on the environmental context. Data from the questions asked and questionnaires converged with time taken to solve the problem, consistent with the view that restructuring a problem is an automatic process that produces insight. A comparison of the group data in Experiment 1 with individually tested participants’ data revealed that the insight of the groups benefited from their being able to recognize lines of questions to follow, to listen to answers to questions asked, and to evaluate and reject errors or assumptions.