A comparison of attachment outcomes in enactment-based versus therapist-centered therapy process modalities in couple therapy

Attachment issues are viewed by many therapists as lying at the heart of couple distress. It is critical to empirically validate therapy processes that facilitate couples in responding to each other's attachment needs. This study examined enactments as a therapy process and change mechanism to promote secure attachment in couple therapy. Sixteen couples were randomly assigned to 1 of 2 experimental groups--1 group received 3 therapist-centered sessions followed by 3 enactment-based sessions, and a second group received 3 enactment-based sessions followed by 3 therapist-centered sessions. To measure between-session and within-session change, each spouse completed presession and postsession measures of attachment security each week. Results showed that couples who received enactment-based sessions first reported greater increases in attachment security than those receiving therapist-centered sessions first. These same couples continued to show improvement after switching to the therapist-centered sessions. Conversely, couples who received therapist-centered sessions first did not increase attachment after switching to enactment-based sessions. For wives, enactment-based sessions produced the greatest improvement in attachment, yet both therapy process modalities led to some improvement. Conversely, for husbands, attachment improved only when they received enactment-based sessions first. Enactment-based sessions may therefore be more important for husbands than wives. Overall, with some qualification it appears that enactment-based therapy process may improve attachment more than a therapist-centered process. These observed trends and findings are generally consistent with previous research supporting use of enactments in couple therapy.     

What will Phil do next? : Spontaneously inferred traits influence predictions of behavior

Past research has shown that perceivers intentionally may make trait inferences about others and use this information to make predictions about these others' future behaviors. Other research has also shown that people can make trait inferences without intent—that is, spontaneously. However, one unexplored avenue is whether spontaneous trait inferences (STI), affect how perceivers predict others' will behavior. Three studies explored this issue. Results from Studies 1 and 2 showed that: (1) exposure to trait-implicative behaviors describing an actor influences subsequent behavior predictions made about the actor in a trait-consistent manner, and (2) predictions occurred regardless of behavior recall, implying that the behavior predictions were derived from prior trait inferences and not from behavior recall. Results from Study 3 bolstered this conclusion by showing that behavior predictions were similar regardless of whether subjects were explicitly instructed to make inferences or not, but that a manipulation known to interfere with inference generation (lie detection instructions) muted behavior predictions. Results from Study 3 also suggested that the prediction effects had both automatic and controlled components, and that reductions observed in the lie detection condition of Study 3 were caused by alterations in the automatic influence of trait knowledge to the behavior predictions. These results suggest that STI may be causal inferences about the actors' dispositions.     

An Ecological Process Model of Systems Change

In June 2007 the American Journal of Community Psychology published a special issue focused on theories, methods and interventions for systems change which included calls from the editors and authors for theoretical advancement in this field. We propose a conceptual model of systems change that integrates familiar and fundamental community psychology principles (succession, interdependence, cycling of resources, adaptation) and accentuates a process orientation. To situate our framework we offer a definition of systems change and a brief review of the ecological perspective and principles. The Ecological Process Model of Systems Change is depicted, described and applied to a case example of policy driven systems level change in publicly funded social programs. We conclude by identifying salient implications for thinking and action which flow from the Model.     

The role of optimism in the process of schema-focused cognitive therapy of personality problems

The aim of this study was to examine the determinants and effects of optimism in the process of schema-focused cognitive therapy of personality problems. The sample consisted of 35 patients with panic disorder and/or agoraphobia and DSM-IV Cluster C personality traits who participated in an 11-week residential program with one symptom-focused and one personality-focused phase. This study examines the role played by optimism during the individual sessions of the second phase, using a time series approach. Decreased patient's belief in his/her primary Early Maladaptive Schema and increased patient-experienced empathy from the therapist in a session predicted increased patient-rated optimism before the subsequent session. Increased patient-rated optimism in turn predicted decreased schema belief and distress and increased insight, empathy, and therapist-rated optimism. The slope of optimism across sessions was related to change in most of the overall outcome measures. There appears to be a positive feedback in the process of schema-focused cognitive therapy between decreased schema belief and increased optimism. In addition, optimism appears to mediate the effects of schema belief and therapist empathy on overall improvement, and to serve as an antecedent to decreased distress and to increased empathy, insight, and therapist's optimism.     

Supporting the wellbeing of inner-city middle-school students through mindful and creative reflective activities

Inner-city middle-school students encounter many intersections of the social determinants of health, while expected to learn and to excel academically. However, they lack skills to deal with stress, anger, frustration and sadness, often associated with their social context. To support student wellbeing, we developed a 7-week, 1-hour-session program, which took place during regular class time. Through use of creative reflective activities, namely, Schwind’s Narrative Reflective Process and mindfulness, students learned skills that help support their social and academic wellbeing. Student feedback reveals that creative reflective activities and mindfulness helped foster their inter-intra personal skills in class, enhancing their learning experiences.     

Processes of Natural Mentoring that Promote Underrepresented Students’ Educational Attainment: A Theoretical Model

Longitudinal studies suggest that naturally occurring mentoring relationships are associated with positive, long‐term educational outcomes, but little is known about the mechanisms underlying these potential effects. Predominant theories and research methods portray natural mentoring as a static, one‐to‐one phenomenon and are removed from specific sociocultural and developmental contexts. Thus, the current paper critically reviews existing literature and proposes a dynamic, network‐based process model of mentoring. Building on Rhodes’ (2005, Handbook of youth mentoring, Thousand Oaks, CA: Sage, 30) theoretical model, the proposed model integrates sociological, educational, and psychological research to examine developmental pathways through which natural mentoring relationships might promote underrepresented (e.g., low‐income, ethnic/racial minorities) students’ educational persistence and success. In particular, mentoring relationships might enhance students’ positive help‐seeking beliefs and trust in nonparent adults. These mentors may possess key cultural capital and knowledge that help underrepresented students navigate White, upper‐ or middle‐class cultural norms. Mentors may also cultivate students’ school‐relevant selves and bicultural identities, facilitating integration into mainstream academia while affirming cultures of origin. Through these processes, previous mentoring experiences may promote the formation of new mentoring relationships, enabling youth to build dynamic support networks. Unfortunately, on a larger scale, advantage and disadvantage persist due to inequitable access to mentoring in educational settings.     

Developing skills in counselling and psychotherapy: a scoping review of Interpersonal Process Recall and Reflecting Team methods in initial therapist training

The authors conducted a scoping review of the peer-reviewed literature associated with Interpersonal Process Recall (IPR) and Reflecting Team (RT) methods in order to find evidence for their use within skills development in therapist trainings. Inclusion criteria were: empirical research, reviews of empirical research, and responses to these; RT or IPR for skills development in counsellors/psychotherapists undertaking initial training. Six papers were identified (four IPR, two RT), all from the USA. Of the four IPR papers, three were themselves reviews, the fourth empirical paper being of poor methodological quality. There was some evidence that IPR is more valuable in developing reflective practice than in initial skills training. The small number of RT studies, of varying methodological quality, made it difficult to draw any conclusions about the appropriateness of this method for initial skills training. However, the method appeared to have been broadly welcomed by students for its potential to be inclusive and collaborative. The limitations of this current review are acknowledged, and research recommendations made.     

Event and Process: An Exercise in Analytical Ethnography

Analytical ethnography does not presume a principal analytical frame. It does not know (yet) where and when the field takes place. Rather, the ethnographer is in search for appropriate spatiotemporal frames in correspondence with the occurrences in the field. Accordingly, the author organizes a dialogue between conceptual frames and his various empirical accounts. He confronts snapshots of English Crown Court proceedings with models of event and process from micro-sociology and macro-sociology. A range of–more or less early or late, relevant or irrelevant, contingent or predetermined–processual events serves as the vantage point to access event and process relations. In this line, Crown Court proceedings serve as an introductory and exemplary field for analytical ethnography, because they involve both: (strong) events and their process and (strong) processes and their events.

Assessing body image in patients with systemic sclerosis (scleroderma): validation of the adapted Satisfaction with Appearance Scale

People with scleroderma often experience disfiguring appearance-related changes in socially visible and interpersonally salient areas. Although disfigurement can lead to body image dissatisfaction, this phenomenon has not been well investigated due to the lack of a disfigurement-specific measure. The Satisfaction With Appearance (SWAP) scale, previously developed in burn survivors, was adapted and administered to 254 participants with scleroderma to evaluate its psychometric integrity and its validity for use in a different medical population that experiences changes in appearance. Principal component analysis revealed two factors – Subjective Dissatisfaction and Perceived Social Impact – rather than the four found in burn victims. Excellent estimates of internal consistency and temporal stability and strong evidence for the reliability of the two-factor solution were found. The resulting factor structure in a scleroderma population suggests that differing medical conditions may create alternate constellations of BID, reflects the need for body image researchers to assess psychometrics across medical populations and may have clinical implications for BID interventions.     

Systemic Wisdom,The ‘Selving’ of Nature,and Knowledge Transformation: Education for the ‘Greater Whole’

Considerations arising in the context of burgeoning concerns about the environment can provoke an exploration of issues that have significance both for environmental education in particular and education more generally. Notions of the ‘greater whole’ and ‘systemic wisdom’ that feature in some strands of environmental discourse are a case in point. It is argued that interpretations of these notions arising in currently influential scientific and systems thinking understandings of nature that attempt to overcome a corrosive separation of humankind and nature through a dilution or dismissal of the distinction between the human and non-human, self and other, require critical evaluation if they are not to bring their own dangers. Merleau-Pontian understandings of object constitution in a subjectively informed life-world and ideas of the ‘selving’ of natural things are drawn upon in developing a non-discursively grounded interpretation of systemic wisdom. The latter is taken to raise questions that have considerable transformative potential for conventional views of knowledge and its curriculum organisation.