E. Thomas Dowd

Hardiness and social support as moderators of stress

This study investigated the moderating effect of social support, hardiness, and the components of the hardiness scale of commitment, challenge, and control on the relationship between stress and depression. Hardiness, its components, and support were significantly correlated with scores on the Beck Depression Inventory (BDI). Hardiness and two components (commitment and control) were significantly correlated with stress. Stress was found to be a significant predictor of depression. Hardiness was shown to moderate the relationship between stress and depression such that high-stress, low-hardiness individuals had higher scores on the BDI than did low-stress, low-hardiness individuals. High-hardiness individuals had similar scores on the BDI regardless of their scores on stress. Support was shown to moderate the relationship between stress and depression such that high-stress, low-support individuals had higher scores on the BDI than did low-stress, low-support individuals. High-support individuals had similar scores on the BDI regardless of their scores on stress. Commitment was shown to moderate the relationship between stress and depression such that high-stress, low-commitment individuals had higher scores on the BDI than did low-stress, low-commitment individuals. High-commitment individuals had similar scores on the BDI regardless of their scores on stress.

Comparing Computerized versus Traditional Psychological Assessment.

Abstract This study utilized a Latin Squares design to assess the equivalence of computerized testing methods compared to traditional pencil-and-paper formats in a clinical setting. Subjects were given an intake interview and three personality assessment instruments by either of the two administration formats at one week intervals. Subjects also completed a post-assessment evaluation instrument (semantic differential) to gauge their reactions to the testing experience. Data analysis indicated no significant differences between scores on measures of anxiety, depression, and psychological reactance, either across group or administration format. Importantly, while producing comparable results to the pencil-and-paper assessment, the computerized administration was preferred over the pencil-and-paper administration by 85% of the subjects. Discussion emphasizes the implications of this study as support for the use of computerized assessment in applied psychology.

The relationship of neo-pi performance to coping styles, patterns of use, and triggers for use among substance abusers ☆

We investigated the construct validity of the NEO Personality Inventory (NEO-PI) with a clinical population of 2,676 substance abusers. Scores on the NEO-PI were correlated with self-reported measures of psychopathology as well as patterns of substance abuse, reported coping styles, relapse triggers, and relapse confidence. Substance abusers were more Neurotic and less Agreeable and Conscientious than were the NEO-PI nonclinical normative sample. Within subgroups of substance users, cocaine-only users were more Extroverted and Open than were alcohol-only users. Polysubstance users were the least Agreeable and Conscientious group. Alcohol-only users and polysubstance users scored higher on Neuroticism than did other groups. Personality dimensions related to reported coping styles in meaningful ways. For example, Neuroticism was highly related to escape avoidant coping (r = .53), Agreeableness was negatively related to confrontive coping (r = -.28), and Conscientiousness was related to problem solving (r = -.27) and negatively related to escape avoidance (r = -.29). Neuroticism, Conscientiousness, Agreeableness, and Extroversion were associated with reported triggers of use including negative emotional states, social rejection, and tension. Higher levels of Conscientiousness, Agreeableness, and Extroversion were associated with greater confidence in ability to refrain from use, whereas Neuroticism was associated with a corresponding lack of confidence in self-restraint.

Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice.

Implicit Learning, Tacit Knowledge, and Implications for Stasis and Change in Cognitive Psychotherapy

With the evolution of cognitive psychotherapy, there has been an increasing focus on the nature and influence of cognitive structures or schemata. These structures are out of conscious awareness and therefore can be thought of as tacit in nature. As yet, however, there has been little written regarding the implications of the investigations in cognitive psychology of implicit learning and tacit memory for cognitive psychotherapy. This article describes the work of Arthur Reber and other cognitive psychologists on implicit learning and tacit memory and draws tentative implications for the practice of cognitive psychotherapy. Implicit learning processes have been described as robust in nature, holding evolutionary primacy over explicit learning processes, as dissociated from explicit learning, as involving different processes of learning, and as occurring through the tacit detection of covariation. Tacit knowledge precedes and is less available than explicit knowledge.

Paradoxical interventions in behavior therapy

The use of paradoxical interventions in overcoming resistance to behavior therapy is discussed and a categorization and description of paradoxical interventions provided. Two factors are of primary importance in assessing the desirability of using paradoxical interventions: the individuals reactance potential and the perceived freedom of the problematic behavior. Paradoxical interventions themselves can be divided into two categories: compliance-based strategies and defiance-based strategies. Several types of paradoxical interventions are described and their use within therapy discussed, such as symptom prescription, restraining, reframing and utilization techniques. Preliminary research evidence attesting to the usefulness of some of these techniques is discussed.

The Relativity of Reality

The view that people are active participants in the construction of their own reality is the hallmark of constructivist approaches to psychological theory, which stands in contrast to purely empiricist approaches to psychology. Modern psychology, especially in America, has been dominated by empiricism. Both behaviorism (e.g., Hull, 1943; Skinner, 1974; Watson, 1925) and its chief competitor, information-processing psychology (e.g., Anderson & Bower, 1973; Atkinson & Shiffrin, 1968; Newell & Simon, 1972) are tied to empiricist philosophy that holds that reality exists independently of the perceiver and that knowledge is acquired only through sensory experience. Weimer (1977) has described this common metatheoretical base of both behaviorism and information-processing psychology as a sensory metatheory of the mind.

The Self and Creativity

I was invited by the editors of this volume to write a chapter on “creativity and the self.” Given the vague and slippery nature of these concepts, this is not an easy task—attempting to be heuristic in my creative thinking about creativity. I shall first define creativity and selfhood, then relate creativity to several person variables and psychological processes. I will then critique the literature and offer some suggestions for a new program of research. Last, I will discuss various ways of fostering creativity in people.

Reframing and Restraining Directives in the Treatment of Clinical Depression.

Evaluation des effets de directives de restructuration et de contrainte sur des clients depressifs a haute ou faible reactance. Discussion des resultats a la lumiere du modele de confiance/mefiance des interventions paradoxales et de la theorie de la reactance psychologique

Psychological reactance in health education and promotion

This paper discusses the phenomenon of resistance and psychological reactance in medical and health education/promotion settings. The theoretical background of resistance and reactance and the differences between the two is first described. The core meaning structures behind it as well as personality and developmental characteristics associated with it is then described. The research on reactance and Type A behaviour in health and medical situations is then discussed. Finally, strategies for reducing reactance in medical and health promotion settings is presented.