scholarly journals Using Interpersonal Dimensions of Personality and Personality Pathology to Examine Momentary and Idiographic Patterns of Alliance Rupture

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaochen Luo ◽  
Christopher J. Hopwood ◽  
Evan W. Good ◽  
Joshua E. Turchan ◽  
Katherine M. Thomas ◽  
...  
Keyword(s):  
Clinical Importance ◽  
Theoretical Models ◽  
Interpersonal Theory ◽  
Interpersonal Circumplex ◽  
Interpersonal Processes ◽  
Carl Rogers ◽  
Interpersonal Behaviors ◽  
Alliance Ruptures ◽  
Interpersonal Patterns ◽  
Interpersonal Cues

The Alternative Model of Personality Disorders (AMPD) integrates several theoretical models of personality functioning, including interpersonal theory. The interpersonal circumplex dimensions of warmth and dominance can be conceptualized as traits similar to those in AMPD Criterion B, but interpersonal theory also offers dynamic hypotheses about how these variables that change from moment to moment, which help to operationalize some of the processes alluded to in AMPD Criterion A. In the psychotherapy literature, dynamic interpersonal behaviors are thought to be critical for identifying therapeutic alliance ruptures, yet few studies have examined moment-to-moment interpersonal behaviors that are associated with alliance ruptures at an idiographic level. The current study examined the concurrent and cross-lagged relationships between interpersonal behaviors and alliance ruptures within each session in the famous Gloria films (“Three Approaches to Psychotherapy”). Interpersonal behaviors (warmth and dominance) as well as alliance ruptures (i.e., withdrawal and confrontation) were calculated at half minute intervals for each dyad. We identified distinct interpersonal patterns associated with alliance ruptures for each session: Gloria (patient)’s warmth was positively related with withdrawal ruptures concurrently in the session with Carl Rogers; Gloria’s dominance and coldness were related with increased confrontation ruptures in the session with Fritz Perls concurrently, while her coldness was also predicted by confrontation ruptures at previous moments; lastly, both Gloria’s dominance and Albert Ellis’s submissiveness were positively related with withdrawal ruptures. These interpersonal patterns demonstrated the promise of using AMPD dimensions to conceptualize momentary interpersonal processes related to therapy ruptures, as well as the clinical importance of attuning to repetitive, dyad-specific interpersonal cues of ruptures within each session.

Pediatric Irritability and Disruptive Behaviors

2021 ◽  
pp. 61-78
Author(s):  
Jessica Lyn Hawks ◽  
Sarah M. Kennedy ◽  
Jacob Benjamin ◽  
Westrick Holzman
Keyword(s):  
Treatment Strategies ◽  
Clinical Importance ◽  
Disruptive Behaviors ◽  
Interpersonal Processes ◽  
Transdiagnostic Treatment ◽  
Unified Protocol ◽  
Opposite Action ◽  
Evidence Based Treatments ◽  
Action Strategies ◽  
Effective Use

This chapter describes adaptations made to the Unified Protocol for Transdiagnostic Treatment of Children (UP-C) when treating youth with chronic irritability and/or disruptive behaviors. Despite increased recognition of the clinical importance of pediatric irritability as a transdiagnostic symptom dimension, there is a lack of evidence-based treatments for this population that simultaneously and equitably address both child and contextual (e.g., parental) factors implicated in the development and maintenance of emotional and behavioral difficulties. In this chapter, the authors summarize current treatments available for this patient population, highlighting the advantages of using the UP-C, as it supports the parent–child dyad in addressing coercive interpersonal processes through use of opposite action strategies. A detailed description of how to adapt the UP-C for irritability is provided, including guidance on effective use of frustration exposures to develop mastery of treatment strategies. The chapter concludes with a case example to further illustrate this treatment approach.

Person-by-Situation Perspectives on Close Relationships

2018 ◽  
pp. 566-592
Author(s):  
Jeffry A. Simpson ◽  
Heike A. Winterheld
Keyword(s):  
Attachment Theory ◽  
Close Relationships ◽  
Theoretical Models ◽  
Interpersonal Processes ◽  
Personality Psychology ◽  
Relational Context ◽  
Specific Research ◽  
Research Programs ◽  
Interdependence Theory ◽  
New Directions

This chapter reviews theories and research that have adopted interactional (person-by-situation) approaches to studying close relationships. Interactional thinking in social and personality psychology is discussed from historical and contemporary perspectives, emphasizing ways in which individuals and situations intersect. Three theoretical models that adopt person-by-situation frameworks applied to important interpersonal processes are reviewed: the cognitive–affective personality system (CAPS) model, interdependence theory, and attachment theory. The chapter explains how and why person-by-situation approaches have increased our understanding of individuals within relationships. Specific research programs are highlighted. This research has revealed that certain types of situations elicit unique reactions in people with specific dispositional strengths or vulnerabilities. Collectively, these research programs indicate that one can neither predict nor understand how individuals think, feel, or behave in relationships without knowing the relational context in which they are embedded. The chapter concludes by discussing some new directions in which interactional-based thinking might head.

Suicide-related disclosure: implications for inclusion and recovery

2019 ◽  
Vol 18 (3) ◽  
pp. 162-168
Author(s):  
Lindsay Sheehan ◽  
Nathalie Oexle ◽  
Michael Bushman ◽  
Anthony Fulginiti ◽  
Laura M. Frey
Keyword(s):  
Longitudinal Research ◽  
Theoretical Models ◽  
Interpersonal Theory ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Interpersonal Theory Of Suicide ◽  
Content Type ◽  
Strategic Disclosure ◽  
Key Issues ◽  
Suicidal Thoughts And Behaviors

Purpose People who have lived experiences with suicide often struggle with concealable stigmatized identities that threaten their inclusion and recovery. While disclosure of a stigmatized identity can promote support and recovery and therefore prevent suicide, it may also present distinct risks. The purpose of this paper is to summarize key issues in suicide-related disclosure, suggest theoretical models for describing suicide-related disclosure and identify research needs. Design/methodology/approach This conceptual paper discusses the existing literature on disclosure of concealable stigmatized identities, then explores research on disclosure of suicidal ideation, suicide attempt and suicide loss. Theoretical models (disclosure processes model and interpersonal theory of suicide) that can be employed in understanding suicide-related disclosure are explored. Finally, the paper suggests areas for future research, including longitudinal research to identify strategic disclosure practices that can lead to greater inclusion and recovery. Findings Research on suicide-related disclosure should differentiate between disclosure of past and current suicidality, incorporate theoretical frameworks and examine approaches for preparing potential confidants and disclosers for the disclosure process. Originality/value This paper highlights issues unique to the disclosure of suicidal thoughts and behaviors, and to suicide loss.

Person-by-Situation Perspectives on Close Relationships

2012 ◽  
pp. 492-516
Author(s):  
Jeffry A. Simpson ◽  
Heike A. Winterheld
Keyword(s):  
Attachment Theory ◽  
Processing System ◽  
Theoretical Models ◽  
Self Esteem ◽  
Affective Processing ◽  
Interpersonal Processes ◽  
Risk Regulation ◽  
Personality Psychology ◽  
Relational Context ◽  
Stress Models

In this chapter, we review theories and research that have adopted interactional (person-by-situation) approaches to the study of relationships. We first discuss interactional thinking within social and personality psychology, highlighting the fundamental ways in which individuals and situations intersect. We then review three major theoretical models that are exemplars of person-by-situation frameworks and have important implications for interpersonal processes: the cognitive-affective processing system (CAPS) model (Mischel & Shoda, 1995), interdependence theory (Kelley & Thibaut, 1978), and attachment theory (Bowlby, 1969, 1973, 1980). Following this, we explain how and why different person-by-situation approaches have expanded our understanding of individuals within relationships, focusing on romantic relationships. We spotlight programs of research on self-esteem and dependency/risk regulation, promotion versus prevention orientations, and diathesis-stress models based in attachment theory. These lines of inquiry have documented that certain types of situations elicit unique reactions in people who have specific dispositional strengths (e.g., high self-esteem, greater attachment security) or vulnerabilities (e.g., low self-esteem, greater attachment insecurity). Collectively, this research confirms that one cannot predict or understand how individuals think, feel, or behave in relationships without knowing the relational context in which they are embedded. We conclude by identifying new directions in which interactional-based thinking might head, focusing on how functional strategies can further our understanding of person-by-situation effects.

scholarly journals Narcissistic Admiration and Rivalry: An Interpersonal Approach to Construct Validation

2019 ◽  
Vol 33 (6) ◽  
pp. 751-775 ◽  
Author(s):  
Jeremy L. Grove ◽  
Timothy W. Smith ◽  
Jeffrey M. Girard ◽  
Aidan G. Wright
Keyword(s):  
Construct Validity ◽  
Social Adjustment ◽  
Construct Validation ◽  
Self Report ◽  
Interpersonal Circumplex ◽  
Interpersonal Processes

The present study applied the interpersonal perspective in testing the narcissistic admiration and rivalry concept (NARC) and examining the construct validity of the corresponding Narcissistic Admiration and Rivalry Questionnaire (NARQ). Two undergraduate samples (Sample 1: N = 290; Sample 2: N = 188) completed self-report measures of interpersonal processes based in the interpersonal circumplex (IPC), as well as measures of related constructs. In examining IPC correlates, the authors used a novel bootstrapping approach to determine if admiration and rivalry related to differing interpersonal profiles. Consistent with the authors’ hypotheses, admiration was distinctly related to generally agentic (i.e., dominant) interpersonal processes, whereas rivalry generally reflected (low) communal (i.e., hostile) interpersonal processes. Furthermore, NARQ-admiration and NARQ-rivalry related to generally adaptive and maladaptive aspects of status-related constructs, emotional, personality, and social adjustment, respectively. This research provides further support for the NARC, as well as construct validation for the NARQ.

scholarly journals Using Dyadic Modeling in Nursing Research: Introduction of Theory and Application

2021 ◽  
pp. 019394592110164
Author(s):  
Xiang Zhao ◽  
Katharina Prandstetter ◽  
Heather M. Foran
Keyword(s):  
Practical Importance ◽  
Theoretical Models ◽  
Dyadic Coping ◽  
Illness Management ◽  
Nursing Research ◽  
Interpersonal Processes ◽  
Cultural Considerations ◽  
Research Fields ◽  
Family Nursing ◽  
Patient Centric

Use of dyadic modeling in nursing has theoretical and practical importance, as the interpersonal processes related to health behaviors can be captured. Theoretical models focusing on dyadic coping with chronic illness and illness management are established in family nursing. However, few studies utilized dyadic designs in empirical research, as most studies are patient-centric or care partner-centric. With theoretical elaborations and examples, we first review how conventional health models have been extended using a dyadic perspective and then briefly review the major dyadic frameworks in nursing. Five frequently used dyadic models are described with examples from health and nursing research fields. Statistical applications and cultural considerations are reviewed. We conclude that dyadic modeling provides a useful lens for nursing research but continues to be underutilized.

scholarly journals Narcissistic Admiration and Rivalry: An Interpersonal Approach to Construct Validation

2018 ◽  
Author(s):  
Jeremy L. Grove ◽  
Timothy W. Smith ◽  
Jeffrey M. Girard ◽  
Aidan G.C. Wright
Keyword(s):  
Construct Validity ◽  
Social Adjustment ◽  
Construct Validation ◽  
Self Report ◽  
Interpersonal Circumplex ◽  
Interpersonal Processes

The present study applied the interpersonal perspective in testing the narcissistic admiration and rivalry concept (NARC) and examining the construct validity of the corresponding Narcissistic Admiration and Rivalry Questionnaire (NARQ). Two undergraduate samples (Sample 1: N = 290; Sample 2: N = 188) completed self-report measures of interpersonal processes based in the interpersonal circumplex (IPC), as well as measures of related constructs. In examining IPC correlates, we used a novel bootstrapping approach to determine if admiration and rivalry related to differing interpersonal profiles. Consistent with our hypotheses, admiration was distinctly related to generally agentic (i.e., dominant) interpersonal processes, whereas rivalry generally reflected (low) communal (i.e., hostile) interpersonal processes. Furthermore, NARQ-admiration and NARQ-rivalry related to generally adaptive and maladaptive aspects of status-related constructs, emotional, personality, and social adjustment, respectively. This research provides further support for the NARC, as well as construct validation for the NARQ.

The Interpersonal Situation

2017 ◽  
pp. 123-142 ◽  
Author(s):  
Aaron L. Pincus ◽  
Christopher J. Hopwood ◽  
Aidan G. C. Wright
Keyword(s):  
Repeated Measures ◽  
Interpersonal Theory ◽  
Ex Situ ◽  
Interpersonal Circumplex ◽  
Continuous Assessment ◽  
Psychotherapy Practice ◽  
Agency And Communion ◽  
Dynamic Perspective ◽  
Personality Psychopathology ◽  
Valence And Arousal

This chapter reviews structural and process assumptions of the Contemporary Integrative Interpersonal Theory of personality and presents the interpersonal situation as a synthetic and widely applicable framework for integrating the structure and dynamics of persons and situations. It is an interactional-dynamic perspective that is variable-centered and dimensional (agency and communion; valence and arousal), specifies the important characteristics of situations, synthesizes objective and subjective perspectives, and is applicable to multimethod, multi-informant, multi-timescale assessments in situ, juxta situm, or ex situ organized by the interpersonal circumplex. Emphasizing clinical implications, the chapter reviews multimethod, multi-timescale empirical research employing intensive repeated measures designs (event-contingent recording, continuous assessment of interpersonal dynamics) supporting the interpersonal situation and its relevance for studying personality, psychopathology, and psychotherapy. It then elaborates on the utility of the interpersonal situation framework for psychotherapy practice and training. Finally, it identifies future directions for advancing this contemporary interpersonal perspective on psychological situations.

scholarly journals Understanding the influence of teacher–learner relationships on learners’ assessment perception

2019 ◽  
Vol 25 (2) ◽  
pp. 441-456 ◽  
Author(s):  
Suzanne Schut ◽  
Jan van Tartwijk ◽  
Erik Driessen ◽  
Cees van der Vleuten ◽  
Sylvia Heeneman
Keyword(s):  
Positive Impact ◽  
Interpersonal Theory ◽  
Interpersonal Circumplex ◽  
High Stakes ◽  
Learning Opportunity ◽  
Assessment Task ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Strong Relation ◽  
Task Perception

Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relationships, we aim to better understand the mechanisms explaining the relationship between assessment and learning within medical education. First, twenty-six purposefully selected learners, ranging from undergraduates to postgraduates in five different settings of programmatic assessment, were interviewed about their assessment task perception. Next, we conducted a focussed analysis using sensitising concepts from interpersonal theory to elucidate the influence of the teacher–learner relationship on learners’ assessment perceptions. The study showed a strong relation between learners’ perceptions of the teacher–learner relationship and their assessment task perception. Two important sources for the perception of teachers’ agency emerged from the data: positional agency and expert agency. Together with teacher’s communion level, both types of teachers’ agency are important for understanding learners’ assessment perceptions. High levels of teacher communion had a positive impact on the perception of assessment for learning, in particular in relations in which teachers’ agency was less dominantly exercised. When teachers exercised these sources of agency dominantly, learners felt inferior to their teachers, which could hinder the learning opportunity. To utilise the learning potential of low-stakes assessment, teachers are required to stimulate learner agency in safe and trusting assessment relationships, while carefully considering the influence of their own agency on learners’ assessment perceptions. Interpersonal theory offers a useful lens for understanding assessment relationships. The Interpersonal Circumplex provides opportunities for faculty development that help teachers develop positive and productive relationships with learners in which the potential of low-stakes assessments for self-regulated learning is realised.

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