Positive and negative effects of family involvement on work-related burnout

We aimed to explain the influence of family involvement on feelings of burnout among employees who combine work and family tasks. As proxies for family involvement, we used the family structure (partner, number and age of children) and family tasks (e.g. hours spent on household chores). We compared conflict theory and enrichment theory, and investigated how well they explain the relationship between family involvement and feelings of burnout. Based on a sample of 1046 employees at 30 Dutch organizations, the results showed that the presence of young children and doing more household chores were positively related to feelings of burnout, whereas having children reduced employees’ feelings of burnout. We also investigated interaction effects of gender and gender-role norms. We conclude that family life can reduce work-related burnout and that for men, the relationship between family involvement and feelings of burnout differs depending on whether they have traditional or modern gender-role norms.     

A context-informed approach to the study of negative-feedback seeking in depression

The purpose of the current study was to examine the link between negative-feedback seeking (NFS) and depression using a behavioural task that addressed many of the limitations of existing measures of NFS, to use a remitted-depressive design to determine whether NFS is a temporary or stable feature of depression, and to examine the role of personality and contextual variables (e.g., marital quality, spousal characteristics) in NFS. Using a sample of 59 couples (12 wife currently depressed, 20 wife remitted-depressed, and 27 wife never-depressed), we designed a task that correlated with an established measure of NFS and was able to distinguish between non-depressed and currently depressed wives. Using this behavioural task, we found that NFS is stably associated with depression and that relationship and partner characteristics may protect depressed individuals from engaging in destructive interpersonal patterns.     

An Integrative Approach to Somatoform Disorders Combining Interpersonal and Cognitive-behavioral Theory and Techniques

Data regarding the treatment of somatoform disorders suggest that the gains associated with current psychopharmacologic or psychotherapeutic treatments are modest at best. There have been a few moderately effective treatments for selected functional somatic syndromes, but patients who present with multi-system symptoms meeting criteria for the DSM-IV somatoform disorders are notoriously unresponsive to treatment. Experts in the field have advocated several approaches, including interpersonally oriented and cognitive-behavioral therapies, and have emphasized the importance of the provision of reassurance within the doctor-patient relationship. While each individual approach has merit, none is likely to be maximally efficacious as a stand-alone treatment. In this article we describe the theoretical underpinnings and technical aspects of a treatment for somatizing patients that integrates these three elements.     

Modeling the role of emotions in viewing oneself maturely

Adolescents develop a mature view on themselves: they view positive as well as negative self-attributes, but they hold a positive stance toward themselves. The literatures on identity, the self, parent-offspring relationships, and friendships provide hints on how such a view may develop. This article integrates this literature into an emotion-based dynamic systems mathematical model built to explain the development of maturity of such views. An innovative methodological design was used to collect empirical data: four students daily reported their experiences and emotions for a period of 5 months, while they temporarily studied abroad. At the beginning and end of this period, they were interviewed on their views on themselves. These mostly qualitative data were used to provide support to the suggested mathematical model. The usefulness, weaknesses, and strengths of such a methodological design and mathematical modeling are discussed.     

A comparison of cognitive-behavior therapy with interpersonal and cognitive behavior therapy in the treatment of generalized anxiety disorder

Objective: The aim of this study was to compare the effectiveness of cognitive behavior therapy with the combination of cognitive behavior therapy and interpersonal therapy on decreasing the excessiveness of pathological worry and increasing happiness of the individuals with generalized anxiety disorder.

Method: The sample consisted of 36 female undergraduate students who referred themselves to the Isfahan University Counseling Center and met the criteria for GAD. They were randomly assigned into three groups; namely, two experimental groups and one control group. Before receiving the interventions all of the groups completed Penn State Worry Questionnaire and Oxford Happiness Inventory. One of the experimental groups underwent cognitive behavior therapy and the other one received the integration of cognitive behavior therapy and interpersonal therapy. The control group received no intervention.

Result: The statistical analyses indicated that the differences between the CBT and CBT+ IPT groups on excessive worry and happiness in the post tests were not significant. But significant mean differences were observed in the follow-ups regarding pathological worry and happiness between two groups.

Conclusion: It can be concluded that the integration of cognitive behavior therapy and interpersonal therapy can be applied as an effective intervention for decreasing the rate of GADs’ relapses after cognitive behavior therapy.     

On the mechanisms and effects of feedback in group psychotherapy

Group psychotherapists commonly see feedback as one of the primary mechanism that furthers the goals of the group. This paper will summarize the research that has been done on the mechanisms leading members to produce feedback, the factors that induce members to accept feedback (for example, feedback valence and timing), and the effects of feedback on outcome and aspects of group process such as group cohesion. The article will address the practical implications of these findings for the interventions of the group psychotherapist. As will be discussed, the emphasis on the importance of feedback in the interpersonal group psychotherapy literature exceeds the programmatic research that has been done on basic questions. This paper will identify major lines of future investigation that could yield findings critical to the delivery of effective group psychotherapy such as the information processing sequences that underlie feedback delivery and reception.     

When sad is better than happy: Negative affect can improve the quality and effectiveness of persuasive messages and social influence strategies

Based on recent affect-cognition theories and research on social influence strategies, four experiments predicted and found that people in negative mood produced higher quality and more effective interpersonal persuasive messages than did people in positive mood. This effect was obtained for messages advocating both popular and unpopular positions (Experiments 1 and 2), and arguments produced in negative mood actually induced greater attitude change in naïve recipients (Experiment 3). Experiment 4 replicated these effects in an interactive situation, and mediational analyses showed that mood influenced processing style, resulting in the production of more concrete and thus more effective messages when in a negative mood. The role of negative affect in information processing and the production of interpersonal influence strategies in particular is discussed, and the implications of these findings for everyday interaction strategies, and for contemporary affect—cognition theorizing are considered.     

Children's ascriptions of property rights with changes of ownership

Ownership is not a “natural” property of objects, but is determined by human intentions. Facts about who owns what may be altered by appropriate decisions. However, young children often deny the efficacy of transfer decisions, asserting that original owners retain rights to their property. In Experiment 1, 4–5-year-old and 7–8-year-old children and adults were asked to resolve disputes between initial owners and various types of receivers (finders, borrowers, buyers). Experiment 2 involved disputes both before and after transfers of ownership. At all ages participants privileged owners over non-owners and accepted the effectiveness of property transfers. Overall, children's intuitions about property rights were similar to those of adults. Observed differences may reflect older participants’ willingness to segregate property rights from other considerations in assessing the acceptability of actions.     

Contagion or restitution? When bad apples can motivate ethical behavior

When there is a “bad apple” in the group, are we more likely to follow the example or compensate for their sins? Three experiments showed that whether a group member’s unethical actions lead to contagion or restitution depends on the presence of out-group observers. In Experiment 1, participants were more likely to compensate for the transgression of an in-group member than an out-group member when there were out-group observers. Experiment 2 varied the presence of out-group observers and showed that such compensatory behaviors occur only in the presence of out-group members. We suggest that the presence of out-group observers trigger a self-categorization process that induces guilt in individuals for their group members’ transgressions. Indeed, associated guilt mediated the relationship between in-group member’s unethical behavior and participants’ compensatory behavior (Experiment 3). These results suggest that norms implied by others’ behavior and group categorization are important determinants of ethical behavior.