孤芳自赏还是乐于助人?员工自恋对亲社会行为的影响

本研究通过整合自恋双元理论和特质激活理论, 探讨欣赏型自恋、敌对型自恋对员工亲社会行为的影响机制, 深入分析了员工关系趋近型动机和关系回避型动机的中介作用以及任务相互依赖性的调节作用。通过对来自员工-同事二阶段配对的235份数据进行分析, 结果发现: 欣赏型自恋对员工亲社会行为具有显著的正向影响, 敌对型自恋对员工亲社会行为具有显著的负向影响; 关系趋近型动机在欣赏型自恋与员工亲社会行为之间发挥着中介作用, 关系回避型动机在敌对型自恋与员工亲社会行为之间没有发挥中介作用; 任务相互依赖性不仅正向调节欣赏型自恋与员工关系趋近型动机的直接效应, 而且还正向调节着欣赏型自恋通过关系趋近型动机对亲社会行为的间接效应。     

Wrongness in different relationships: Relational context effects on moral judgment

ABSTRACT

Morality primarily serves social-relational functions. However, little research in moral psychology investigates how relational factors impact moral judgment, and a theoretically grounded approach to such investigations is lacking. We used Relational Models Theory and Moral Foundations Theory to explore how varying actor-victim relationships impacts judgment of different types of moral violations. Across three studies, using a diverse range of moral violations and varying the experimental design, relational context substantially influenced third-party judgment of moral violations, and typically independent of several factors strongly associated with moral judgment. Results lend novel but mixed support to Relationship Regulation Theory and provide some novel implications for Moral Foundations Theory. These studies highlight the importance of relational factors in moral psychology and provide guidelines for exploring how relational factors might shape moral judgment.     

Different levels of psychotherapeutic competence

In this article, I argue for a both – and position in regard to manuals. I suggest that manuals are appropriate when describing therapeutic strategizing and technical competence. However, I also argue that they are an inappropriate tool for understanding the contribution of the client's family in family therapy. This argument fuels a further view that manuals cannot capture the dance that occurs between therapist and family. For this type of knowledge, a relational type of competence needs to be developed. We encourage you to listen to the JFT Editor, Mark Rivett, as he interviews the author on Manuals in the Practice and Research of Family Therapy. Available at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-6427/homepage/jft_podcast_series.htm .     

A Relational Cultural Approach to Working With Clients With Eating Disorders

The authors examine eating disorders through the conceptual framework of relational cultural theory (RCT). Taking into account the importance of relationships and connection, it is suggested that RCT may be a useful lens for conceptualizing and working with people who are experiencing eating disorders. Ways that RCT can be applied to enhance prevention efforts and recommendations for combining relationally focused counseling with evidence‐based individual eating disorder treatment are presented.     

Transformational education for psychotherapy and counselling: a relational dynamic approach

ABSTRACT

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on evidence that effective outcomes in therapy correlate with effective aspects of the therapeutic relationship, the relational dynamic approach emphasises the findings of attachment and intersubjectivity theorists. The intersubjective matrix of infant/caregiver and client/therapist is mirrored and embodied in the relational ethos of training and actively engaged in group supervision. An emphasis on embodied relating is discussed, drawing on infancy studies and recent neuroscientific findings     

The Treatment of Test Anxiety in Elementary School-Age Children

Test anxiety has a dramatic impact upon a surprisingly large segment of the school population. Although test anxiety has been extensively studied for decades, little research has focused on intervention programs for younger school children. This paper discussed the conceptual framework of test anxiety and the resulting intervention philosophy from these different theoretical formulations. Assessment procedures for children are reviewed. Different kinds of intervention programs are discussed, compared and evaluated. These include systematic desensitization, cognitive restructuring, and educational approaches such as study skills training and modeling. Recommendations are made to enhance the existing research. Suggestions for future research are presented.     

Types of Aggression among Incarcerated Juveniles: The Roles of Gender and Offense Type

A new instrument, the Psychological Maltreatment Review (PMR), is introduced and its psychometrics are described. The PMR examines adult retrospective reports of child psychological abuse, psychological neglect, and psychological support, measured separately for maternal and paternal figures. Male and female participants (N?=?1,051) completed the PMR and a measure of adult attachment, the Revised Experiences in Close Relationships scale (Fraley, Waller, &; Brennan, 2000). The three scales of the PMR demonstrated very good internal consistency. The structural validity of the PMR was supported by both exploratory and confirmatory factor analyses, as was the notion of an independent parental support/nonsupport variable. Indicative of the construct validity of this measure, all PMR scales were significantly correlated with anxious and avoidant attachment in close relationships. Hierarchical multiple regression analyses indicated that paternal neglect and maternal psychological abuse predicted participants' anxious attachment, whereas less paternal and maternal support was associated with avoidant attachment.     

Learning beyond the known

In this paper issues related to adult learning, such as self-directed and experiential learning are shown to hold a trace of the unknown, which has implications for psychotherapy training and practice. The unknown is traced through the problematic of individualistic approaches that restrict the emergence of unknowns by limiting possibility of the other, hindering recognition of our own cultural position and seeking to avoid anxiety. Learning is also shown to have links with experiences of change and loss, having in common the generation of anxiety, seen as both the driving force to know and the need to close down unknowing. Subsequently, learning is viewed as involving the potential to repeat the already known as well as opening up the possibility for something new. Psychoanalysis and continental philosophy are shown, in different ways, to help our understanding of the reasons for the anxiety occurring in times of transition, also showing the way fragmentary experiences act as a reminder of death. It is proposed that the relational aspects of learning are an important factor in learning to tolerate the anxiety and adult learning is thus seen as requiring possibility of the other, in relationship, in order to permit the unknown.     

A community psychology of object meanings: Identity negotiation during disaster recovery

What do material goods intended for personal consumption mean to community? We use the extreme example of natural disaster recovery in a community to explore this question. Our work describes how members make sense of material objects that transition from private to public possessions (damaged goods) and public to private possessions (donated goods). By blending consumer and community psychology perspectives with our narratives, we employ a three-dimensional framework for analyzing object meanings: (1) material objects as agents of communitas (a shared sense of “we”), (2) material objects as agents of individualism (a focus on “me”), and (3) material objects as agents of opposition (the “we” that speaks for “me” and “us” versus “them”). This theoretical frame allows us to show how different conceptions of identity lead to conflicting meanings of objects within community, and to explain how and why object meanings shift as objects move across time and space from private to public and from scarcity to abundance. We also provide implications for coping with disasters that consider collective and individual identities as well as oppositional stances in between.     

Behavioral Differences between Rabbits and Cats

The sensory modality of a task and the modality of a retroactive interfering activity were systematically covaried in order to test Connolly and Jones' and Pick's translation models of intersensory functioning. Forty 10-year-old boys and girls were asked to recall distance and location cues of length under intrasensory and intersensory task conditions (visual and kinesthetic). Visual and kinesthetic interpolated activities were used in an attempt to provide modality specific interference with the recall of length under the various sensory task conditions. Results of the data analyses provided no support for the Connolly and Jones model of modality specific storage with translation. Rather, the findings of the study were interpreted as supportive of Pick's hypothesis which emphasizes the coding of stimulus information (regardless of modality of input) into a form specific to whatever modality is specialized for detection of the information.