The role of perfectionism in cognitive behaviour therapy outcomes for clinically anxious children

The main aim of this study was to determine whether pre-treatment levels of child perfectionism impacted on anxiety treatment outcomes for school-aged children. In addition, it was investigated whether child perfectionism decreased following treatment for anxiety. Participants were sixty-seven clinically anxious children aged 6–13 years (female = 34; majority Caucasian) who were enrolled in a group-based cognitive behaviour therapy program, and their parents. They completed self-report questionnaires on anxiety and depressive symptoms and were administered a diagnostic interview to determine the type and clinician rated severity of anxiety and related disorders pre- and post-treatment and at 6-month follow-up. Self- and parent-rated perfectionism were also measured pre-treatment, while a subset of children completed perfectionism measures post-treatment as well. Self-Oriented Perfectionism, but not Socially Prescribed Perfectionism, predicted poorer self-reported treatment outcome (higher levels of anxiety symptoms) immediately following treatment and at 6-month follow-up when using a multi-informant approach. Additionally, both Self-Oriented and Socially Prescribed child perfectionism significantly reduced immediately following treatment. Despite reductions in child perfectionism following anxiety treatment, higher Self-Oriented Perfectionism may impact negatively on child anxiety treatment outcome.     

EDitorial: Identity in Change

Abstract

As we look at the evolution which has occurred in the field of psychoanalysis over the last fifty years, it is simply not possible to discuss contemporary psychoanalysis without invoking Freud. Our conference, of course, is dedicated to contemporary psychoanalysis; therefore, it is entirely appropriate for us to explore this topic.

Early contemporary psychoanalysis, I would suggest, began with the gradual evolution of the libido theory. Subsequently, contemporary psychoanalysis increasingly concerned itself with the early pre-oedipal dyadic relationship between mother and infant as well as the concomitant development of the ego. Finally, Freud's monumental and long lasting contribution to the clinical understanding of hysterical symptoms is increasingly relegated to the status of a superfluous antique. Analysts who are familiar with the ongoing contemporary significance and utility of Freud's early conceptualizations concerning the dynamics of hysteria and its treatment understand that the symptoms often represent and express an incompatible idea which has been repressed. When the analyst directly interprets the symptoms in a timely and accurate fashion, transference analysis is stimulated and enhanced.     

The Tat Newsletter

In this article, we argue that the student's first lessons in ethical decision making in personality assessment are in those assessment courses that have a practice component. In these courses, the student has an opportunity to experience in vivo how ethical problems are identified, addressed, and resolved. The faculty member's demonstration of a process wherein the ethical principles activated are highlighted and explored, will enable students to internalize a model for addressing future dilemmas. Four particular ethical situations are considered: (a) the students' procurement of personal experience with personality testing, (b) the identification of assessment participants, (c) the development of informed consent procedures for assessment participants, and (d) classroom presentations. This discussion does not provide concrete solutions to ethical problems but offers a consideration of the relevant ethical principles that any adequate solution must encompass.     

Thinking styles,self‐esteem,and extracurricular experiences

This study had two objectives. The first was to examine the relationship between thinking styles and self‐esteem. The second objective was to investigate the relationship of the participants' extracurricular experiences to both thinking styles and self‐esteem. Seven‐hundred and ninety‐four university students from Hong Kong participated in the study. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and the Self‐Esteem Inventory (Adult Form, Coopersmith, 1981) as well as to a questionnaire designed to elicit both personal and situational characteristics. It was found that thinking styles and self‐esteem are statistically related. Meanwhile, both thinking styles and self‐esteem are statistically related to the participants' extracurricular experiences. Implications of these findings for teachers are discussed.     

Knowledge and economic growth—creativity,learning and knowledge utilization

The purpose of this study is to discuss the dynamic interdependence of knowledge and economic growth. We show that the traditional economics, which treats knowledge as parameters and is mainly developed within linearized, stable and static frameworks can hardly explain the modern economic complexity. We argue that it is necessary to treat creativity, learning and knowledge utilization as endogenous dynamic processes of social and economic evolution. To handle with the complicated dynamic interdependence of wealth and knowledge accumulation, we need to apply genuine nonlinear dynamic theory. In particular, we discuss possible benefits of government's intervention in education and science to the society when the social and economic evolution is characterized of nonlinearity, instability and multi‐equilibria.     

Chaotic attractors in the therapeutic system 1

Because little research had been done on the presence and role of latent communication in the context of team‐conducted family therapy, the writers set out to monitor unconscious responses generated under these conditions. Specifically, they investigated an ongoing family treatment situation conducted according to the “reflecting team model.” One team of therapists handles the actual treatment session, while the other observes from behind a one‐way mirror. During the course of a session, the second team makes suggestions to the treatment team either by telephone or by calling the therapists out of the treatment room.

As the project developed, the writers found that the unconscious responses of both family and treatment teams indicated a process at work beyond the conscious intentions of the participants. That is, the therapeutic enterprise was functioning as a dynamical system, whose increasing complexity suggested a self organizing principle at work. This paper traces the development of the system's movement toward greater complexity, identifies the specific interventions that indicate this process, describes how all participants demonstrated a high degree of resonance and synchronization with this overarching‐self organizing pattern. This paper serves to alert therapists to the role of unconscious communication within the therapeutic system and postulates that the generation of form within psychotherapy follows many of the same self organizing processes found in other human and non human systems.     

Effects of Unimodal and Multimodal Cues About Threat Locations on Target Acquisition and Workload

Two studies were conducted to examine the effects of unimodal and multimodal cueing techniques for indicating the location of threats on target acquisition, the recall of information from concurrent communications, and perceived workload. One visual, two auditory (i.e., nonspatial speech and spatial tones [3-D]), and one tactile cue were assessed in Experiment 1. Experiment 2 examined the effects of combinations of the cues assessed in the first investigation: visual + nonspatial speech, visual + spatial tones, visual + tactile, and nonspatial speech + tactile. A unimodal, “visual only” condition was included as a baseline to determine the extent to which a supplementary cue might influence changes in performance and workload. The results of the studies indicated that time to first shot and the percentage of hits can be improved and workload reduced by providing cues about target location. The multimodal cues did not yield significant improvements in performance or workload beyond that achieved by the unimodal visual cue.