Attachment researchers speculate that different working models of attachment contain within them different chronic interpersonal goals and that these goals guide behavior in ways consistent with each different model of attachment. The current study experimentally manipulated goals thought to be associated with different attachment prototypes and measured their effect on self-disclosure. 101 participants completed a priming task on the computer in which they were presented with neutral, intimacy-, or defensiveness-related words and were later asked to complete a questionnaire tapping their willingness to disclose personal information about themselves, and participate in an interview. Results indicate that although priming alone did not influence disclosure, it interacted with attachment style. Individuals low in dismissiveness and preoccupation were more likely to disclose information about themselves than those high in dismissiveness and preoccupation. These effects were moderated by priming condition. As dismissiveness increased, willingness to disclose decreased, but this effect was stronger for individuals primed with defensiveness-related words. Contrary to expectation, higher preoccupation predicted greater willingness to disclose in the defensiveness condition as compared with either the neutral or intimacy conditions. These results are discussed in terms of contrast and assimilation effects as they relate to working models of attachment.

Students from a large state university participated by responding to a survey on helping behavior. This research explored the effect of independence and interdependence on perceptions of obligation and the likelihood of helping. Results indicated that independence was associated with intrinsic motivation, whereas interdependence was related to both intrinsic and extrinsic motivation. Furthermore, analyses confirmed that motivation served as a mediator between these orientations and the likelihood of helping. Interdependence predicted helping via intrinsic and extrinsic motivation, whereas independence only predicted helping via intrinsic motivation. Even when helping was more costly, and therefore more likely to be driven by personal rather than social motives, interdependence remained as strong a predictor as independence of intrinsic motivation and subsequently of helping. Interaction and main effects of gender, severity of need, and closeness of the relationship also are discussed.

The hypothesis that as relationship costs increase, relationship satisfaction decreases has not received consistent empirical support. This series of three studies introduces a potential moderating variable: appreciation. Some people may have their debts of time, energy, or resources replenished by feeling appreciated by their partner. As a result, these people would not experience the negative relationship traditionally expected between costs and relationship satisfaction. Instead, there should be a positive relationship between engaging in these communal behaviors and relationship satisfaction when there is appreciation in the relationship. In addition, receiving appreciation may change the way individuals feel about the routine tasks associated with being in a relationship and running a household. In Study 1, 98 college-students in romantic relationships answered a short survey. In Study 2, a similar survey was given to a sample of 123 married and cohabiting women with a mean age of 43 years. Participants assessed how appreciated they felt for chores (behaviors done for the household and only asked of the non-student sample) and for favors (behaviors done for their partner and asked of both samples). The findings demonstrated that the negative relationship between costly behaviors and relationship satisfaction can be reversed if people perceive a partner's appreciation for their efforts. In addition, people felt less obligated and more motivated to engage in these behaviors when appreciation was present. A third study brought the same questions to a controlled laboratory study. Ninety college-students completed a boring task. They received either a reward, appreciation, or neither. The participants then rated the task, the experimenter, and their willingness to participate again in the future. No differences were found between the three experimental groups.

A variety of academic, behavioral and social problems are first identified when children begin school as schools have an obligation to identify a child's needs. However, internalizing problems such as anxiety and depression often go unnoticed due to their covert and subjective symptoms. Not readily apparent to observers, internalizing problems may be best identified through self-report. However, without an instrument to identify internalizing problems, children may suffer silently. Due to developmental limitations of young children to self-report options are limited to individual interviews, which are impractical for screening large groups of children. Thus, the purpose of this study was to develop an instrument that could enable children in Kindergarten and first grade to self-report their experiences of internalizing problems, in a wide-scale screening procedure. The Watkins Early Self-Report of Internalizing Problems (WESRIP) was created using pictures and oral administration to enable children to independently self-report their symptoms of internalizing problems, thus allowing large groups of children to be screened simultaneously. Kindergarten and first grade children (n = 235) consented to the study. Three forms of the WESRIP containing separate test items were administered to groups of students. The 26 items with the highest item-total correlations were chosen for the revised WESRIP that was administered in a pre-test (n = 207) and post-test (n = 197). Teachers completed a modified version of the Systematic Screening for Behavior Disorders (SSBD) for concurrent validity analysis. The WESRIP was found to have adequate internal consistency for screening decisions, and moderate test-retest reliability for this age group. Through factor analysis, two distinct factors were identified, "Physical and Emotional Manifestations of Internalizing Problems," and "Self-Appraisal." However there was no relationship between the self-report and teacher rankings, limiting concurrent validity. Without a comparable criterion instrument, diagnostic accuracy was not feasible. Further research is still needed in order to make the WESRIP a technically sound and useful tool. The WESRIP may one day serve to validly and reliably screen children who could benefit from further assessment and ultimately benefit children through early identification of internalizing problems and improved outcomes.

According to attachment theory, individuals develop working models that organize their understanding of themselves and others in relationships. These working models should guide interpretation of ambiguous relationship events, and thereby affect emotional reactions to those events. In this study, individuals with different attachment styles--who hold different working models of attachment--read and rated their emotional reactions to ambiguous relationship scenarios presented via computer. The computer timed their reactions. They later provided explanations for why the events might have occurred and completed a measure tapping their beliefs about relationships. Respondents differed by attachment style in their emotional reactions across all scenarios, and their patterns differed depending on the type of scenario, as well. They differed in how quickly they responded to the emotion questions, indicating potential defensive processing among members of one attachment group. Respondents in also differed in their tendency to explain the events as caused by themselves or their partners. There were no differences on the measure of relationship beliefs. Results are discussed in terms of attachment theory.

The objective of this study was to respond to two primary questions: (1) What is the process of self transformation for the recovering alcoholic? and (2) What is surrender and what role does it play in that process of transformation? Eight subjects were interviewed who have maintained abstinence from alcohol for over ten years and who are active members of Alcoholics Anonymous. Subjects were chosen though two key informants who participated in a pilot study. Key informants were long-term recovering alcoholics and referred the researcher to individuals who could provide in-depth and process-oriented reflections about their experiences. Subjects were asked to tell their story of addiction and recovery in their own terms. An interview guide with focal and follow-up questions insured that each subject gave his/her own authentic and full account of the process of self transformation and experiences of surrender. Grounded Theory guided the collection and analysis of the data generated in the interviews. Analysis of data revealed common themes and patterns in regard to the recovery process and the experiences of surrender. A common pattern of recovery, illustrated as a gestalt process model, involved four components: action, awareness, connectedness, and choice. These components were found to be highly interactive, each contributing to or augmenting the other three. No common sequence was found; instead, any one of the components could serve as an entry into a cyclical, multileveled system of interaction of all four components, in ways that led to crucial experiences of surrender. Although surrender was found to be the necessary and critical core experience in all the sustained recoveries, differing forms of surrender were described, and various names for the experience were identified. All subjects described the process of recovery and the experiences of surrender as what led them to new "ways of being", forms of "knowing", and different modes of consciousness.

No description available.

The study investigated the effects of changes in environmental cues on habitual behaviors. In the first stage, the researcher developed a procedure to form a habit based on past theoretical formulations. Participants sorted title pages containing the word attitude into a blue box and those containing the word habit into a red box until they were able to do so quickly. In the second stage, the disruptive effects of cognitive load (counting backwards in twos), changes in goal-relevant environmental cues (i.e., cues that are necessary to achieve a goal) and changes in goal-irrelevant environmental cues (i.e., cues that are not necessary to achieve a goal) on the habit formed in the first stage were examined. Changes in goal-relevant cues had a disruptive effect on habit while changes in goal-irrelevant cues did not. Cognitive load also disrupted habit. However, it was the joint effect of changes in goal-relevant cues and cognitive load that caused the greatest disruption. It is concluded that habits should be conceptualized as mindless skills guided by slightly controlled processes.

Proponents of self-report and projective assessment traditions have approached the assessment of interpersonal dependency quite differently, in ways that are only recently becoming more aligned. The present study aimed to address the increasing convergence between the two sides, administering both self-report measures and a newly developed implicit measure of dependency in an attempt to characterize more precisely the relations between these seemingly disparate approaches. The study was moderately successful in validating the implicit measure using criteria proposed by two independent groups (Asendorpf, Banse, & Mucke, 2002; Bornstein, 2002). The implicit measure was found to be reliable, orthogonal to two self-report dependency instruments, and predictive of external criteria such as other personality constructs and past depression. This success, however, was hampered by the study's inability to replicate prior findings using a task assessing help-seeking, identified as a behavioral indicator of dependency. All implicit and self-report dependency indices were unrelated to all measures of help-seeking, which prevented any further analyses; potential explanations for the failure of this task are proposed in the Discussion. This study also provided an examination of dissociations between participants' scores on self-report and implicit measures of dependency, and has implications for the significance of such dissociations. That is, the possibility that dissociations themselves are pathological was not supported, and it was found that dissociations between self-report and implicit dependency scores were associated with different patterns of responding on a broadband personality instrument. Finally, the present study offered additional evidence for the relation between dependency and depressive sypmtomatology, and further identified implicit dependency as contributing unique variance in the prediction of past major depressive episodes. / Counseling Psychology

<p> Psychological ownership has come to light as an important state with strong implications on employee attitudes and behaviors. However, relatively little attention has been paid towards the process by which employees come to develop feelings of psychological ownership towards their work, particularly regarding the role played by individual traits in this process. Ownership theorists claim that personality and disposition should matter (Mayhew, Ashkanasy, Bramble, &amp; Gardner, 2007; Pierce &amp; Jussila, 2011), yet these claims remain largely untested. The purpose of the current investigation is to address these gaps by exploring how employee disposition and job design contribute to the development of job-based psychological ownership. Employing a cross-sectional approach, data were collected using an online survey where participants were asked to complete measures of trait positive affectivity (PA), job characteristics, work experiences, and job-based psychological ownership. Because the study focused on job-related phenomenon, participants were required to work full-time in a location other than their home to be considered for this study. The final 426 participants (60.4% male, 39.6% female) had an average tenure of 5.04 years (SD = 5.03) and represented a wide range of industries and job levels (23.7% entry-level, 31.0% individual contributor, 17.8% supervisory, 10.8% mid-level manager, 2.8% senior manager, 13.8% technical or professional). Hypotheses were tested using bootstrapped regression analyses and structural equation modeling. Results indicated that job autonomy has a positive effect on job-based psychological ownership (B = 0.501, CI 0.415 to 0.594) through three mediated paths: investment of ideas, effort, and self into one&rsquo;s work (B = 0.252, CI 0.178 to 0.349), experienced control and influence over one&rsquo;s work (B = 0.214, CI 0.137 to 0.293), and intimate knowledge and understanding of one&rsquo;s job (B = 0.036, CI 0.003 to 0.082). Employee PA significantly moderated the mediated path from autonomy to ownership through experienced control (Index of ModMed = 0.017, CI 0.000 to 0.045), such that control mattered more for high-PA employees. Exploratory analyses suggest that PA may play a dual role &ndash; as a moderator of autonomy&rsquo;s effects on control (B = 0.052, CI 0.009 to 0.100), and as an indirect effect on ownership itself. For example, high-PA employees reported greater investment of self in their work, which in turn predicted job-based psychological ownership (B = 0.255, CI 0.177 to 0.361). Ultimately, job autonomy stood out as having a particularly strong and consistent positive effect on job-based psychological ownership. Results suggest that all employees, from the most enthusiastic to the most apathetic can experience this positive psychological state. That is, as long as they are afforded a high level of autonomy in deciding how to plan and carry out their work.</p>