Helen Street

Exploring relationships between goal setting, goal pursuit and depression: a review

The following paper offers a new theory of conditional goal setting within a comprehensive overview of the literature on goals and depression. The past decade has seen a growing interest in the relationships between goals and depression. Several researchers have suggested that the content and framing of important goals are indicative of vulnerability to depression. For example, individuals valuing relationship goals above achievement oriented goals have been found to have a greater sense of wellbeing than individuals placing achievement goals above relationship goals. Other researchers have focused on the processes of goal pursuit. They have identified relationships between actual/ideal discrepancies, perceived progress to goal achievement and levels of depression. Reactions to goal loss and goal failure have also been an important topic of goals and depression research with a focus on the vulnerable individuals inability disengage from important failed goals. Although many of the goal theories examine w...

The role of perfectionism, dichotomous thinking, shape and weight overvaluation, and conditional goal setting in eating disorders

This study examined the role of perfectionism (self-oriented and socially prescribed), shape and weight overvaluation, dichotomous thinking, and conditional goal setting in eating disorder psychopathology. Perfectionism and shape and weight overvaluation have had longstanding implication in the development and maintenance of eating disorders. A leading evidence-based theory of eating disorders (Fairburn, Cooper & Shafran, 2003) outlines perfectionism as a maintaining mechanism of eating disorder psychopathology and as a proximal risk factor for the development of shape and weight overvaluation. These constructs have been linked to other cognitive processes relevant to eating disorders, specifically, dichotomous thinking and conditional goal setting. Women with DSM-IV eating disorders (N=238) were compared to women in the general community (N=248) and, as hypothesised, scores on measures of these constructs were pronounced in the clinical sample. Hierarchical regression analyses predicting eating disorder psychopathology showed that for both groups, dichotomous thinking and conditional goal setting significantly improved model fit beyond perfectionism and shape and weight overvaluation alone. Self-oriented perfectionism, but not socially prescribed perfectionism, was relevant to eating disorder psychopathology. We discuss the implications for current treatment protocols and early intervention.

Mediators between perfectionism and eating disorder psychopathology: shape and weight overvaluation and conditional goal-setting.

OBJECTIVE To examine mediators of the relationship between perfectionism and eating disorder (ED) psychopathology in a clinical sample. METHOD Participants were 201 women with a DSM-IV diagnosed ED consecutively referred to a specialist outpatient treatment clinic. Participants completed measures of perfectionism, ED psychopathology, shape and weight overvaluation, and conditional goal-setting (CGS). RESULTS Evaluation of a multivariate mediator model using Baron and Kennys (1986) four-step mediation methodology showed that shape and weight overvaluation and CGS significantly and uniquely mediated the relation between self-oriented perfectionism (SOP) and restraint, eating concern, shape concern, and weight concern. The mediator model furthered the proportion of explained variance in outcomes beyond the direct effects model by 28-49%. DISCUSSION The findings support the conclusion that the relationship between SOP and ED psychopathology in women with a clinically diagnosed ED is mediated by shape and weight overvaluation and CGS.

Integrated review of the social and psychological gender differences in depression

A range of theories has been proposed to explain the well-documented finding that women are twice as likely as men to be diagnosed with depression. Theories offering psychological and sociological explanations are reviewed in this paper. The possibility that this finding is an artefact of differences in the ways in which men and women demonstrate depression is examined. A discussion of the implications of establishing a broader systemic perspective of depression for understanding the gender difference in depression is presented.

Depression and the Pursuit of Happiness

Abstract It is suggested that vulnerability to depression may be exacerbated by misconceptions of happiness as a higher order goal only obtainable through attainment of lower order goals. Thus, depressed individuals may effectively have put their happiness “on hold“ throughout the process of goal pursuit. The perception of prolonged unhappiness during the process of goal pursuit may lead to rumination and depression. In support of this theory, longitudinal evidence has been obtained from the present study suggesting that individuals who pursue important academic, social and fitness goals in order to gain happiness are more likely to become depressed than those that pursue the same goals for personal enjoyment. The study explores the concept of “linking” (McIntosh, 1996) in relation to rumination and depression. An individual who “links” makes their happiness and well being conditional upon achievement of specific goals. Regression analyses are carried out on data obtained from 90 adolescents over six mont...

Reliability and validity of the Conditional Goal Setting in Eating Disorders Scale (CGS-EDS) among adults with eating disorders

The aim of this study was to develop and validate a self-report measure of Conditional Goal Setting (CGS) for use among individuals with eating disorders, the Conditional Goal Setting in Eating Disorders Scale (CGS-EDS). The CGS-EDS assesses the degree to which an individual believes that the achievement of happiness is contingent upon the attainment of body shape and weight goals. Women with a DSM-IV diagnosed eating disorder consecutively referred to a specialist outpatient clinic (N=238) completed the CGS-EDS and self-report measures of theoretically related constructs. Exploratory factor analysis indicated a one-factor solution, which accounted for 65% of the variance. The CGS-EDS correlated positively with theoretically related measures of overvaluation of shape and weight, concern with shape and weight, dichotomous thinking, and depression. The alpha reliability of the scale was .92. The CGS-EDS is a valid and reliable measure of CGS in eating disorders and is relevant to cognitive and behavioral models of maintenance and intervention.

Motivation outside in, inside out

It is time we paid less attention to the ingredients of Well-being and more attention to the process of being well. Rising interest in school based mental health initiatives, positive education and whole school well-being has resulted in a great deal of attention being paid to the perceived ‘ingredients’ of youth well-being and successful education. These key ingredients include key facets of social and emotional competency such as resiliency, kindness, character strengths, gratitude and mindfulness. Each ‘ingredient’ has been researched both in terms of its contribution to overall well-being, flourishing and learning outcomes, and as a desired aim of well-being program delivery. Overall, it seems that despite research findings clearly supporting the value of these component parts in contributing to well-being, evidence supporting the effectiveness of intervention programs is far less convincing. In fact, some academics have suggested that the majority of school based well-being programs are ineffective, or even counter-productive. For example, Professor Kathryn Ecclestone, from the University of Sheffield in the UK, has suggested that well-being is not something to be broken down and taught in component parts, but rather something that flows naturally as a byproduct of creating a rich and diverse learning environment (Ecclestone, K. Well-being programmes in schools might be doing children more harm than good. The Conversation, January 23 2015).

Measures of Success: Exploring the Importance of Context in the Delivery of Well-Being and Social and Emotional Learning Programmes in Australian Primary and Secondary Schools

A significant majority of Australian schools now include school-based well-being and/or social emotional learning (SEL) programmes and initiatives within their school timetable. These programmes are delivered, often with significant investment of money and time, in an attempt to successfully nurture social, emotional and academic competency and promote positive mental health within the staff and student community. This chapter explores the impact of the school context on the effectiveness of these programmes. The key aspects of school context considered here are the school social environment, the overall school culture and the school climate. These features of school context encompass important aspects of schooling that have an impact on how SEL and well-being programmes are implemented. The chapter proposes that Australian schools need to more carefully consider how the messages being delivered by any well-being and SEL programme can be assimilated into the wider school context. They also need to give greater consideration as to how that wider context can successfully accommodate the aims of each and every well-being and SEL programme. Overall, the findings of the chapter strongly suggest that Australian schools need to implement SEL and well-being programmes with a far wider consideration of context than is currently evident.