Adaptive and Maladaptive Self-Focus: A Pilot Extension Study With Individuals High and Low in Fear of Negative Evaluation

Previous research in depressed participants has supported the differentiation of self-focus into distinct modes of self-attention with distinct functional effects. In particular, Rimes and Watkins (2005) investigated the effects of self-focused rumination on overgeneral thinking and found that analytical, evaluative self-focus increased global negative self-judgments, whereas self-focus low in analytical thinking decreased such judgments in depressed participants. Given that self-focused attention and rumination have been implicated in the maintenance of social anxiety, the present study investigated the effects of these two distinct forms of self-focused attention on global negative self-judgments in an analogue sample for social anxiety (high and low fear of negative evaluation, FNE). Individuals high and low in FNE (n = 41 per group) were randomly allocated to analytic (abstract, evaluative) or experiential (concrete, process-focused) self-focused manipulations. As predicted, in high FNE individuals, the experiential self-focus condition decreased ratings of the self as worthless and incompetent pre- to post-manipulation, whereas the analytical self-focus condition maintained such negative self-judgments. Analytical and experiential self-focus did not differ in their effects on mood. The results suggest that an experiential mode of self-focused rumination may be adaptive in social anxiety.     

The influence of war on moral judgments about harm

How does war influence moral judgments about harm? While the general rule is “thou shalt not kill,” war appears to provide an exception to the moral prohibition on intentional harm. In three studies (n = 263, n = 557, n = 793), we quantify the difference in moral judgments across peace and war contexts, and explore two possible explanations for the difference. The findings demonstrate that third-party observers judge a trade-off of one life for five as more morally acceptable in war than in peace, especially if the one person is from an outgroup of the person making the trade-off. In addition, the robust difference in moral judgments across “switch” and “footbridge” trolley problems is attenuated in war compared to in peace. The present studies have implications for moral psychology researchers who use war-based scenarios to study broader cognitive or affective processes. If the war context changes judgments of moral scenarios by triggering group-based reasoning or altering the perceived structure of the moral event, using such scenarios to make decontextualized claims about moral judgment may not be warranted.     

Leading and Learning in the Psychotherapy Supervision Seminar: Some Thoughts on the Beginnings of Supervisor Development

Supervisor development theories typically give focus to growth of the supervisor via practice. But in what ways does the foundational psychotherapy supervision seminar stimulate and first set in motion the supervisor development process? That question is subsequently considered. Based on personal experience in training supervisors via seminars and ongoing reflection about that learning process, five seminar-induced themes that potentially reflect beginning tensions of supervisor development are proposed, and their seeming evolution over the course of the supervision seminar is considered. Points that are raised include the following: (a) the supervision seminar is the first, primary stimulus of supervisor development and sets the stage for later growth via practice; (b) early themes that are identified in supervisor development theories also make appearance in the supervision seminar experience; (c) to best understand the full arc of supervisor development, the seminar as both developmental initiator and intervention preparedness foundation merits more careful scrutiny; and (d) through more completely understanding the seminar as instigator of supervisor development, supervisor educators might be better positioned to develop seminars that most constructively affect the very beginnings of the supervisor development process.     

Personality Assessment Training in Counseling Psychology Programs

Although data about personality assessment training in clinical psychology programs have often been gathered, little comparable data have been collected about assessment training in counseling psychology programs. To collect such information, we conducted a survey of all programs identified as part of the Council of Counseling Psychology Training Programs. A two-page questionnaire was sent out to the 64 program directors, with 56 (88%) of the questionnaires being returned. Information about availability of required personality assessment courses, availability of elective assessment courses, and types of personality tests covered in the counseling curriculum is presented and discussed.     

Sales Force Motivation Using Travel Incentives: Some Empirical Evidence

This study examines the use of travel incentives as motivators for a commission only life insurance sales force in the United Kingdom. A sample of 1,083 sales representatives reported that travel is a strong motivator and valued more highly than several other types of incentives.     

Similarity as an organising principle in short-term memory

Abstract

The role of stimulus similarity as an organising principle in short-term memory was explored in a series of seven experiments. Each experiment involved the presentation of a short sequence of items that were drawn from two distinct physical classes and arranged such that item class changed after every second item. Following presentation, one item was re-presented as a probe for the ‘target’ item that had directly followed it in the sequence. Memory for the sequence was considered organised by class if probability of recall was higher when the probe and target were from the same class than when they were from different classes. Such organisation was found when one class was auditory and the other was visual (spoken vs. written words, and sounds vs. pictures). It was also found when both classes were auditory (words spoken in a male voice vs. words spoken in a female voice) and when both classes were visual (digits shown in one location vs. digits shown in another). It is concluded that short-term memory can be organised on the basis of sensory modality and on the basis of certain features within both the auditory and visual modalities.     

Journal Reprints as Dissemination of Psychological Research: Courtesy,Obligation, or Obsolescence?

The proliferation of journals and the escalation of journal prices have made it difficult for psychologists, especially those in rural areas without access to comprehensive libraries, to obtain journal articles. A traditional source of otherwise unavailable papers is to request a reprint directly from the author. Although previous researchers found this method to be 60%-80% successful, there have been major changes in journal operations and alternative media since this research was conducted. In the present study, reprints were requested from 473 corresponding authors from 10 American Psychological Association journals. The compliance rate was 84% and reprints took, on average, 32 days to arrive. There was no difference in the rate or in the speed of response due to the requestor's status as an academic or applied psychologist. Although functional, the traditional reprint request method was slow, uncertain, and costly. It is suggested that a demand still exists for reprints, but that electronic reprints should replace the traditional paper format.     

Toward a research-informed,evidence-based psychoanalytic supervision

The first paper on the subject of an analyst's pregnancy appeared more than 50 years ago, and was followed by a complete silence on the subject for the following 17 years. Slowly, a few substantial papers began to emerge, and there has been a gradual expansion in this area of the psychoanalytic literature particularly over the past 25 years, so that by now we have at least 60 papers on the subject, several chapters in books, and at least one complete book that I am aware of. There is of course a substantial separate literature on the subject of pregnancy itself, which is of direct relevance to an understanding of the subject of the analyst's pregnancy. In addition, the literature on special events in the course of therapy is pertinent to the subject too. I have limited my own review of the literature specifically to that related to the analyst's pregnancy but I have included all the references I could trace in the bibliography at the end of this issue.

I have grouped the papers to some extent around key areas of interest as they emerge from the whole literature. In particular, I have noted that the earliest papers began to outline some generic responses to the analyst's pregnancy, ranging in intensity from supposedly minor turbulence in men to intense transference storms in women. The early papers seem to have regarded pregnancy solely as an interference in the treatment process. Later papers began to place more emphasis on the analyst's countertransference response and to acknowledge that the therapist herself is confronted at this time with issues involving her own identity, integration of new roles, maternal identification and redefinition of important relationships in her own life. At the same time she is having to find a way of functioning as an analyst in the face of intensified transference reactions. If the analyst can negotiate the challenges to her own pre-existing psychological equilibrium which pregnancy confronts her with, she will be better placed to address the stormy period in therapy which her pregnancy is likely to provoke in her patients, and some therapeutic gains can be made over this phase of the analysis.

Later papers attempt to differentiate male from female responses to the pregnancy, and the demarcation is not surprisingly found to track psychosexual development along familiar gender lines. Examination of responses of homosexual patients, whether male or female, emphasizes the point. In addition, attempts to differentiate responses to the event according to the core psychopathology in the patient, confirm the pattern of anxieties and defences to be expected in particular configurations.

A few papers examine the responses of patients to the therapist's pregnancy in different treatment modalities, and although there is some evidence to suggest that patients having group treatment are more likely to present with issues of sexual curiosity, sexual identity, or sibling rivalry, compared with patients in individual therapy, in the final analysis all patients confirm a core complex of fear of abandonment and feelings of loss of the fantasized exclusive mother-infant relationship.

There is very little discussion in the literature on the impact of an analyst's absence due to unsuccessful pregnancies and it is postulated that this remains an area of great difficulty for the patient and the analyst, to the extent that it is almost obliterated. I can find only three papers on this topic. However, a few papers are published on the patients' responses to an analyst who has had two pregnancies. While this constitutes a particularly complex challenge to both patient and analyst, the overview suggests that there are additional therapeutic gains to be made in terms of working through, in the course of the second pregnancy.

Numerous authors address the subject of the inevitable changes in technique that follow from the fact of the analyst's pregnancy. Some of these changes are felt to be directly related to the physical and psychological changes with which the therapist is confronted at this time, and by association so is her patient. The more these changes can be acknowledged by the therapist, within herself, the more likely it is that she will be able to continue to function as an analyst. It is also apparent that the role of the supervisor is of particular importance during and immediately following this life-changing event (Imber 1995 Goldberger, M, Gillman, R, Levinson, N, Notman, M, Seeling, B and Shaw, R. 2003. On supervising the pregnant psychoanalytic candidate. Psychoanalytic Quarterly, 72: 439–463. [Taylor &; Francis Online] , [Google Scholar], Goldberger et al. 2003) and this is described in some detail in these two recent papers.