A randomised trial investigating guided self-help to reduce perfectionism and its impact on bulimia nervosa: A pilot study

Aim

The purpose of the present study was to evaluate reducing perfectionism as a potential treatment target for individuals with Bulimia Nervosa (BN).

Method

Forty-eight individuals meeting DSM-IV criteria for BN or eating disorder - not otherwise specified with binge eating [objective or subjective] or purging at least once per week were recruited. Participants were randomly assigned to receive 8 sessions of manual-based guided self-help (GSH) over a 6-week period that was focused on either cognitive behaviour therapy (CBT) for perfectionism, CBT for BN, or a placebo. Individuals were assessed at baseline, pre-treatment, post-treatment and at six-month follow-up on 12 outcome variables, including diagnostic criteria and psychological variables.

Results

There was no significant change in any of the outcome variables over a 6-week no-treatment period but at post-treatment and 6-month follow-up there were significant main effects of time for 10 and 8 outcome variables respectively, suggesting that all groups reported significant reductions in bulimic symptomatology and related psychopathology at post-treatment and follow-up.

Conclusions

These findings show potential for the use of novel interventions in GSH for BN.     

Masculinity Ideology, Male Identity, and Romantic Relationship Quality Among Heterosexual and Gay Men

This research assessed factors that may affect men’s romantic relationships. One hundred men (50 heterosexual and 50 gay) in the Northeast US completed measures that assessed masculinity ideology, male identity, and relationship quality. We examined whether the quality of heterosexual men’s romantic relationships differ from that of romantic relationships among gay men, and whether masculinity ideology and male identity are related to the quality of heterosexual and same-sex romantic relationships. Results indicated no differences between heterosexual and gay men in the perceived quality of romantic relationships. However, in both gay and heterosexual men, traditional masculinity ideology and a male identity characterized by a lack of psychological relatedness to other men were associated with lower quality romantic relationships.     

Guided self-help versus pure self-help for perfectionism: a randomised controlled trial

Perfectionism is known to be a risk factor for the development and maintenance of obsessive-compulsive (OC) and depressive symptoms. The purpose of the present study was to test the effectiveness of a cognitive-behavioural self-help therapy for perfectionism, and to examine the effect of such treatment on OC and depressive symptomatology. The study compares the effectiveness of guided self-help (GSH, n=24) with pure self-help (PSH, n=25) therapy. Both GSH and PSH were found to be effective in reducing perfectionism, and also in reducing OC and depressive symptomatology. Overall, participants in the GSH condition experienced greater symptom improvement than participants in the PSH condition, and treatment gains for both groups were largely maintained at 3-month follow-up. Twenty percent of PSH participants experienced clinically significant increases in depressive symptoms over the treatment and follow-up period (compared to 0% in the GSH condition), suggesting that PSH may be a less suitable strategy than GSH in treating this population. Overall, the findings suggest that self-help for perfectionism is effective in reducing OC and depressive symptomatology in non-clinical individuals, with GSH being superior to PSH.     

Comparing functional analysis and paired-choice assessment results in classroom settings

The results of a functional analysis of problem behavior and a paired-choice assessment were compared to determine whether the same social reinforcers were identified for problem behavior and an appropriate response (time allocation). The two assessments were conducted in classroom settings with 4 adolescents with mental retardation who engaged in severe problem behavior. Each student's classroom teacher served as the therapist for all phases of assessment. The two assessment procedures identified the same social reinforcers for problem and appropriate behavior for 3 of 4 participants.     

Tension and opportunity in post-world War II American psychology

The rapid growth of post-World War II psychology in the United States led to intradisciplinary tensions and opportunities. In this article, I examine these tensions and opportunities in the context of social change from the 1950s through the present, attending specifically to the broad impact of federal funding on psychology. I argue that as psychology became a resource-rich field, it was forced to move from a narrow, parochial stance to a position as a national-level professional player that had to deal with the challenges of mixing science and practice, as well as meeting the demands of non-White psychologists at the national level. The impetus to create a more inclusive psychology has grown in the last three decades of the 20th century and has helped create possibilities for greater richness in American psychology and movement toward a truly international role vis-a-vis emergent psychologies around the world.     

Indigenization and the history of psychology

This article argues for the development of a historical perspective to help understand the process of indigenization in psychology. The indigenization of psychology in both the United States and India is shown to be part of larger social, economic, and political processes. A center and periphery model of knowledge production and praxes is deployed to show how practices of scientific imperialism are used to maintain the hegemony of the center. It is argued that historical approaches may be useful to challenge and counter such practices. Finally, the authors call for a polycentric history of psychology that will correspond to the emerging polycentrism exemplified in indigenous psychologies.     

Acquisition of the Mental State Verb Know by 2- to 5-Year-Old Children

The production of the cognitive internal state word know by four 2- to 5-year-old children and their parents was examined. The levels of meaning of cognitive words can be categorized hierarchically along the dimensions of conceptual difficulty and abstractness (see Booth & Hall, 1995). The present study found that children and their parents expressed low levels of meaning less frequently, whereas they expressed high levels of meaning more frequently as a function of age. The children's use of know was also correlated positively with (1) their number of different words produced suggesting that cognitive words are related to more general semantic processes, and (2) with parental use of those same cognitive words suggesting that parental linguistic input may be an important mechanism in cognitive word acquisition. Finally, young children tended to use know more to refer to themselves than to refer to others, whereas their parents tended to use know equally to refer to self and others. The importance of cognitive words in a theory of language acquisition is discussed.     

Herbert Feigl (1902–1988)

Autorisierte Übersetzung der Gedenkrede, die C. Wade Savage auf dem 1988 Biennial Meeting der Philosophy of Science Association in Evanston, Illinois gehalten hat (vgl. Arthur Fine & Jarrett Laplin (eds.), PSA 1988 Proceedings, vol. 2, East Lansing, Michigan 1989, pp. 15–22). — Die Herausgeber danken Herrn Dirk Koppelberg für die Übertragung ins Deutsche.