Trait emotional intelligence profiles of students from different university faculties

This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.     

Parental authority,nurturance, and two‐dimensional self‐esteem

Tafarodi, R. W., Wild, N. & Ho, C. (2010). Parental authority, nurturance, and two‐dimensional self‐esteem. Scandinavian Journal of Psychology. This study examined the relations of parental permissiveness, authoritativeness, authoritarianism, and nurturance with two dimensions of self‐esteem – self‐liking and self‐competence. In a sample of 207 two‐parent families, university students and both their parents provided independent reports on all the above variables. Covariance structure analysis was used to eliminate reporter‐specific bias and unreliability in predicting student self‐esteem from parenting behavior. The results revealed highly redundant positive associations of mothers’ and fathers’ authoritativeness and nurturance with both self‐liking and self‐competence. The pattern of these associations suggests that the significance of parental authoritativeness for the child’s self‐esteem is due mainly to the nurturance it provides. Contrary to expectation, mothers’ and fathers’ authoritarianism was also positively associated with self‐liking. As discussed, however, this is likely to be an artifact of the specific measures and testing methods used.     

中学教师社会化过程:交互作用视角

本研究以345名教师为研究对象,基于交互作用视角建立框架模型,研究教师社会化前因变量、社会化近端结果和终极结果之间的关系,以揭示教师社会化过程。结果表明:①教师社会化近端结果在组织策略和社会化终极结果之间起部分中介作用,在教师主动策略和社会化终极结果之间起完全中介作用;②同事帮带仅通过促进教师对学校的了解促进教师社会化终极结果;③家长配合一方面直接促进教师工作绩效,另一方面通过角色清晰对社会化终极结果产生积极影响。     

自闭症幼儿的视觉性自我认知实验研究

通过对平均心理年龄为23个月的6名自闭症幼儿的实验研究．甄别他们是否能从视觉上进行自我与他人的分化认知并进一步探索自闭症幼儿对镜像自我认知与录像自我认知上的差异;以秒为单位．对实验结果和过程进行了编码分析。结果表明：这6名幼儿在看自己的录像时,比看同伴的表现出更多的关注和喜悦;对录像的自我进行认知寸表现出更大的关注和积极情绪。由此推断他们已具有初步的自我认知。     

Predicting Self‐Confident Behaviour with Implicit and Explicit Self‐Esteem Measures

The present research compared the validity of popular direct and indirect measures of self‐esteem in predicting self‐confident behaviour in different social situations. In line with behavioural dual‐process models, both implicit and explicit self‐esteem were hypothesized to be related to appearing self‐confident to unacquainted others. A total of 127 participants responded to the Rosenberg Self‐Esteem Scale, the Multidimensional Self‐Esteem Scale, and an adjective scale for measuring explicit self‐esteem (ESE). Participants' implicit self‐esteem (ISE) was assessed with four indirect measures: the Implicit Association Test (IAT), the name‐letter task (NLT), and two variants of an affective priming task, the reaction‐time affective priming task (RT‐APT) and the error‐based affective priming task (EB‐APT). Self‐confident behaviour was observed in four different social situations: (i) self‐introduction to a group; (ii) an ostracism experience; (iii) an interview about the ostracism experience; and (iv) an interview about one's personal life. In general, appearing self‐confident to unknown others was independently predicted by ESE and ISE. The indirect measures of self‐esteem were, as expected, not correlated, and only the self‐esteem APTs—but not the self‐esteem IAT or the NLT—predicted self‐confident behaviours. It is important to note that in particular the predictive power of the self‐esteem EB‐APT pertained to all four criteria and was incremental to the ESE measures. Copyright © 2016 European Association of Personality Psychology     

Working in the borderland: early relational trauma and Fordham's analysis of ‘K’

This paper outlines a view of early relational trauma as underlying borderline states of mind, and argues that Knox's 1999 paper on internal working models and the complex provides a basis for understanding such states of mind. The author argues that in addition to internal working models, the complex also embodies and contains primitive defences of the core self. He outlines how these apply on the objective, subjective, transference and archetypal levels, and in direct and reversed forms and applies this to the account of Fordham's analysis of his patient ‘K’, which ended in impasse. The paper explores the dynamic that emerged in that analysis and suggests that it could be helpfully accounted for in terms of the co‐construction and re‐construction of early relational trauma in the analytic relationship.     

Commentary on Three Articles on Self‐practice/Self‐reflection in Cognitive‐Behavioural Therapy

The commentary embraces three valuable contributions to the development of professional practice: (a) engagement with self‐practice/self‐reflection as a professional self‐development: the role of therapist beliefs; (b) spontaneous self‐practice of cognitive‐behavioural therapy (CBT) by aboriginal counsellors during and following CBT training: a retrospective analysis of the facilitating conditions and impact; (c) developing metacompetence in low intensity CBT interventions: evaluating a self‐practice/self‐reflection programme for experienced low intensity CBT practitioners. Each article provides different perspectives of the self‐practice and self‐reflection benefits for efficient therapy and their use as powerful resources in therapeutic training skills in general and CBT in particular. Conclusions of their contributions close the commentary.     

A Below‐Average Effect with Respect to American Political Stereotypes on Warmth and Competence

The “above‐average effect” is the phenomenon that people tend to judge themselves above average on desirable traits. Based on social identity theory, we propose that a “below‐average effect” may arise when individuals rate themselves and the average ingroup member on traits stereotypically associated with the ingroup. In two studies, Republican and Democrat participants rated themselves and the average political ingroup member on possession of desirable traits related to warmth and competence. Current political stereotypes in America associate the former dimension with Democrats and the latter with Republicans. Consistent with our hypothesis, the above‐average effect was moderated by political group and dimension in interaction. In particular, Democrats rated themselves below the average Democrat on warmth and Republicans rated themselves below the average Republican on competence.