Deficits in emotion-regulation skills predict alcohol use during and after cognitive–behavioral therapy for alcohol dependence.

Objective: As emotion regulation is widely considered to be a primary motive in the misuse of alcohol, our aim in the study was to investigate whether deficits in adaptive emotion-regulation skills maintain alcohol dependence (AD). Method: A prospective study investigated whether emotion-regulation skills were associated with AD and whether these skills predicted alcohol use during and after treatment for AD. Participants were 116 individuals treated for AD with cognitive–behavioral therapy. Emotion regulation and severity of AD symptoms were assessed by self-report. Alcohol use during treatment was assessed by Breathalyzer and urine analysis for ethyl glucuronide; alcohol use during the 3-month follow-up interval was assessed by self-report. Results: Pretreatment emotion-regulation skills predicted alcohol use during treatment, and posttreatment emotion-regulation skills predicted alcohol use at follow-up, even when controlling for other predictors potentially related to emotion regulation. Among a broad range of specific emotion-regulation skills, the ability to tolerate negative emotions was the only skill that negatively predicted subsequent alcohol consumption when controlling for the other skills. Individuals in the AD sample reported significantly larger deficits in emotion-regulation skills than did those in a nonclinical control sample but significantly less than did those in a sample of individuals exclusively meeting criteria for major depressive disorder. Conclusions: Enhancement of general emotion-regulation skills, especially the ability to tolerate negative emotions, appears to be an important target in the treatment of AD. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Biopsychosocial etiology of obsessions and compulsions: An integrated behavioral–genetic and cognitive–behavioral analysis.

Accumulating evidence suggests that particular kinds of dysfunctional beliefs contribute to obsessive–compulsive (OC) symptoms. Three domains of beliefs have been identified: (a) perfectionism and intolerance of uncertainty, (b) overimportance of thoughts and the need to control thoughts, and (c) inflated responsibility and overestimation of threat. These beliefs and OC symptoms are both heritable. Although it is widely acknowledged that OC symptoms probably have a complex biopsychosocial etiology, to our knowledge there has been no previous attempt to integrate dysfunctional beliefs and genetic factors into a unified, empirically supported model. The present study was an initial step in that direction. A community sample of monozygotic and dizygotic twins (N = 307 pairs) completed measures of dysfunctional beliefs and OC symptoms. Structural equation modeling was used to compare 3 models: (a) the belief causation model, in which genetic and environmental factors influence beliefs and OC symptoms, and beliefs also influence symptoms; (b) the symptom causation model, which is the same as (a) except that symptoms cause beliefs; and (c) the belief coeffect model, in which beliefs and OC symptoms are the product of common genetic and environmental factors, and beliefs have no causal influence on symptoms. The belief causation model was the best fitting model. Beliefs accounted for a mean of 18% of phenotypic variance in OC symptoms. Genetic and environmental factors, respectively, accounted for an additional 36% and 47% of phenotypic variance. The results suggest that further biopsychosocial investigations may be fruitful for unraveling the etiology of obsessions and compulsions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work–family conflict, spouse support, and nursing staff well-being during organizational restructuring.

This study examined work and family conflict, spouse support, and nursing staff well-being during a time of hospital restructuring and downsizing. Data were collected from 686 hospital-based nurses, the vast majority (97%) women. Nurses reported significantly greater work–family conflict than family–work conflict. Personal demographic but not downsizing and restructuring variables predicted family–work conflict; downsizing and restructuring variables but not personal demographics predicted work–family conflict. Spouse support had no effect on work–family conflict but reduced family–work conflict. Both work–family conflict and family–work conflict were associated with less work satisfaction and greater psychological distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrative cognitive–behavioral and spiritual counseling for rural dementia caregivers with depression.

Objective: Discuss initial evaluation of a program for training faith community nurses (FCNs) to conduct cognitive–behavioral and spiritual counseling (CBSC) for rural dementia caregivers (CGs), and present 2 case studies on the use of CBSC for treating depression in this population. Study Design: Pre–post evaluation of the effectiveness of CBSC training and a case study analysis of the effectiveness of CBSC on CG problem improvement and depression. Outcome Measures: For FCN training, we used the FCN Counseling Comfort Scale, FCN Counseling Efficacy Scale, and the FCN Counseling Workshop Satisfaction Survey. The Problem Severity Scale and Center for Epidemiologic Studies Depression Scale were used in the case studies. Results: Significant post-training increases in FCN counseling comfort and perceived counseling efficacy were obtained. Case study findings provided evidence of substantial improvement in caregiving problems and reductions in depression. Conclusions: Preliminary outcomes of FCN training and CBSC for dementia CGs were promising. However, replication across the sample is required to evaluate the overall effectiveness of CBSC for reducing CG depression. Specific competencies and ethical considerations in supervising this form of intervention are also addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A conceptual and empirical analysis of the cognitive ability–voluntary turnover relationship.

Despite much research into cognitive ability as a selection tool and a separate large literature on the causes of voluntary turnover, little theoretical or empirical work connects the two. We propose that voluntary turnover is also a potentially key outcome of cognitive ability. Incorporating ideas from the person–environment fit literature and those regarding push and pull influences on turnover, we posit a theoretical connection between cognitive ability and voluntary turnover that addresses both why and how voluntary turnover is related to cognitive ability. Integrating data from 3 different sources, our empirical analyses support the theoretical perspective that the relationship between cognitive ability and voluntary turnover depends on the cognitive demands of the job. When the cognitive demands of a job are high, our findings support the hypothesized curvilinear relationship between cognitive ability and voluntary turnover, such that employees of higher and lower cognitive ability are more likely than medium cognitive ability employees to leave voluntarily. With regard to jobs with low cognitive demands, our data are more consistent with a negative linear relationship between cognitive ability and voluntary turnover, such that higher cognitive ability employees are less likely to leave voluntarily. We also examine the role of job satisfaction, finding that job satisfaction is more strongly linked to voluntary turnover in jobs with high cognitive demands. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social–cognitive mediators of the association between community violence exposure and aggressive behavior.

There is increased awareness that exposure to violence in the community can influence students’ aggressive behavior at school; however, less is known about the mechanisms that mediate this process. Having an enhanced understanding of how community violence exposure relates to students’ aggressive behavior at school may inform the use of preventive interventions aimed at reducing school violence. Consistent with social–cognitive theory, the current study tested whether the association between exposure to community violence and teacher-reported aggressive behavior was mediated by biased social information processing. Data on 184 suburban adolescents and their teachers were analyzed with structural equation modeling. Community violence exposure and aggressive behavior in the classroom were significantly related and mediated by negatively biased social–cognitive factors. Results suggest that even relatively low levels of community violence exposure may increase the risk of students displaying aggressive behavior at school. Although gender differences were explored, social information processing appeared to be an important mediator for both boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social motives and cognitive power–sex associations: Predictors of aggressive sexual behavior.

The present study investigated whether implicit social motives and cognitive power–sex associations would predict self-reports of aggressive sexual behavior. Participants wrote stories in response to Thematic Apperception Test pictures, which were scored for power and affiliation–intimacy motives. They also completed a lexical-decision priming task that provided an index of the strength of the cognitive association between the concepts of power and sexuality. For men, high levels of power motivation and strong power–sex associations predicted more frequent aggression. There was also an interaction: Power motivation was unrelated to aggression for men with the weakest power–sex associations. For women, high levels of affiliation–intimacy motivation were associated with more frequent aggression. Strong power–sex associations were also predictive for women but only when affiliation–intimacy motivation was high. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Similarities and differences between practitioners of psychotherapy in Sweden: A comparison of attitudes between psychodynamic, cognitive, cognitive–behavioral, and integrative therapists.

[Correction Notice: An erratum for this article was reported in Vol 19(3) of Journal of Psychotherapy Integration (see record 2009-16521-006). The results of the post hoc tests were printed illegibly. In order to make it possible for the reader to understand which of the effect sizes belong to which of the comparisons, the tables are clarified in this erratum.] This study focuses on similarities and differences between Swedish psychotherapists of four orientations: psychodynamic, cognitive, cognitive–behavioral, and integrative therapy. The aim is to describe similarities and differences regarding (a) background factors, (b) focus in psychotherapy, (c) attitudes toward psychotherapy as art/craftsmanship, (d) scientific outlook, (e) what characterizes a good psychotherapist, and (f) how psychotherapy ought to be pursued. The therapists had very similar attitudes about the therapeutic relationship and rather similar attitudes about which effects psychotherapy ought to obtain. The greatest differences were related to psychotherapeutic techniques and science. The results are discussed with emphasis on the distance or proximity between the orientations. The conclusion is that there are differences between psychodynamic psychotherapy compared with cognitive and cognitive–behavioral therapies, which imply difficulties in integrating these orientations. However, the differences between the cognitive and cognitive–behavioral therapists are not of such a magnitude that they necessarily present an obstacle to integration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral approach system (BAS)–relevant cognitive styles and bipolar spectrum disorders: Concurrent and prospective associations.

The authors examined concurrent and prospective associations of behavioral approach system (BAS)–relevant and non-BAS-relevant cognitive styles with bipolar spectrum disorders. Controlling for depressive and hypomanic/manic symptoms, 195 individuals with bipolar spectrum disorders scored higher than 194 demographically similar normal controls on BAS sensitivity and BAS-relevant cognitive dimensions of performance concerns, autonomy, and self-criticism, but not on behavioral inhibition system sensitivity and non-BAS-relevant dimensions of approval seeking, sociotropy, and dependency. Moreover, group differences on autonomy fully mediated the association between higher BAS sensitivity and bipolar status. In addition, only BAS-related cognitive dimensions predicted the likelihood of onset of depressive and hypomanic/manic episodes among the bipolar individuals over a 3.2-year follow-up, controlling for initial symptoms and past history of mood episodes. Higher autonomy and self-criticism predicted a greater likelihood of hypomanic/manic episodes, and higher autonomy predicted a lower likelihood of major depressive episodes. In addition, autonomy mediated the associations between BAS sensitivity and prospective hypomanic/manic episodes. These findings suggest that individuals with bipolar spectrum disorders may exhibit a unique profile of BAS-relevant cognitive styles that influence the course of their mood episodes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of peripheral and motivational cues on rigid–flexible functioning: Perceptual, behavioral, and cognitive aspects.

Recent research has shown that performing approach versus avoidance behaviors (arm flexion vs. extension) effectively influences cognitive functioning. In another area, lateralized peripheral activations (left vs. right side) of the motivational systems of approach versus avoidance were linked to various performances in cognitive tasks. By combining these 2 avenues of research, the influence of motor behaviors on flexible thinking was examined through the use of lateralized approach or/and avoidance behaviors. In 5 experiments reported in this article, a combination of the laterality and arm flexion versus extension variables successfully determined flexibility–rigidity functioning, consistent with the motor congruence hypothesis (J. Cretenet & V. Dru, 2004). Through these experiments, this result has been replicated with perceptual, behavioral, and cognitive aspects of flexibility, contributing to a better understanding of the relationships between bodily components, affect, and cognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evolved cognitive–behavioral view of the case of David.

A cognitive–behavioral conceptualization of depression is presented, identifying distorted perceptions, ineffective actions, and/or an unresponsive environment as possible causative factors. Acknowledging that information about a patient’s early history can inform the cognitive–behavior therapist about possible areas of vulnerability that are triggered by current life events, a transtheoretical case formulation model is presented and illustrated for the case of David. The case formulation highlights the intrapersonal and interpersonal issues that should be the focus of the therapeutic intervention, and an integrated cognitive–behavioral intervention that follows from this formulation is described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two–year follow–up of cognitive–behavioral therapy and supportive counseling in the treatment of persistent symptoms in chronic schizophrenia.

The article reports the 2–year follow–up of patients suffering persistent symptoms of schizophrenia who entered a single blind randomized controlled trial. Patients were randomly allocated to cognitive–behavioral therapy (CBT) plus routine care (RC), supportive counseling (SC) plus RC, or RC alone. Treatment took place over 3 months, and follow-up was made 12 and 24 months after treatment finished. Sixty-one patients were available to the 2-year follow-up and assessed for positive and negative symptoms and clinical improvement; all of the 87 patients who entered the trial were assessed for relapse over the follow-up period. On all measures, patients who received RC alone did significantly worse at 2 years. There were no significant differences at 2 years between the CBT and SC groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Life reflection: A social–cognitive analysis of life review.

Life review and reminiscence are 2 concepts used to describe the phenomenon of people reflecting on their lives. Rather than used synonymously, these 2 concepts need to be distinguished on the basis of a social–cognitive process analysis. For that purpose, life reflection is introduced as a new term. Evidence shows that life reflection is a social–cognitive process that begins in adolescence and continues across the life span. It serves different functions across the life span, but at all ages it contributes to self-insight and a self-critical perspective. Striving for new insights about oneself and about life in general is challenging and taxing. Reflecting together with a trusted person, thus, may facilitate the process. A study testing and supporting some of these propositions is reported. Results are discussed in the context of lifespan theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An algorithm for determining use of trauma-focused cognitive–behavioral therapy.

The shift toward dissemination of evidence-based practices has led to many questions about who is appropriate for a particular treatment model, particularly with complex clients, in diverse community settings, and when multiple evidence-based models have overlapping target populations. Few research-based tools exist to facilitate these clinical decisions. The research on trauma-focused cognitive–behavioral therapy (TF-CBT), an evidence-based treatment for children suffering from posttraumatic stress reactions, is reviewed to inform development of an algorithm to assist clinicians in determining whether a particular client is appropriate for TF-CBT. Recommendations are made for future research that will facilitate matching TF-CBT and other evidence-based practices to particular child clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The intentionality model: A theoretical integration of psychodynamic talking and relating with cognitive–behavioral interventions.

The intentionality model is a model for integrative practice that links the awareness of clients to the interventions of therapists. The model is experientially based because psychological distress is assessed in terms of mental processes, or intentionalities, which create complex outcomes of emotion, repetitive patterns of maladaptive relating, and persistently negative mood. Intentionality refers to the many ways in which consciousness is aware. Accordingly, psychological interventions become recognizable as preparing for and creating changes in meaning by helping clients obtain new experiences and occupy new perspectives on what already exists. The intellectual background is the classical phenomenological psychology of Edmund Husserl, a theory of mind. Given that psychological suffering and health concern the awareness of meaning, and the intentionality of consciousness refers to the many ways in which people can be conscious of the same object of attention, it is argued that therapy concerns making changes in the forms of being aware. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The personality of familiar and significant people: The lay perceiver as a social–cognitive theorist.

When are perceivers guided more by implicit social-cognitive theories of personality and when more by trait theories? As perceivers become more familiar with a person they infer relatively more psychological mediating variables (e.g., construals, goals) that underlie the person's behavior and relatively fewer broad, uncontextualized traits such as aggressive or friendly (Study 1). The effects of familiarity are moderated by the importance of the target to perceivers (Study 2). Specifically, perceivers make relatively more inferences using mediating variables and fewer inferences with traits as the target becomes more familiar, if and only if the target plays an important role in their lives. The findings indicate that psychological mediating variables play a significant role in lay perceptions of people and specify conditions in which perceivers function like implicit social-cognitive theorists, namely, when the perceived is familiar and important to the perceiver. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Talking facilitates cognitive–emotional processes of adaptation to an acute stressor.

The authors examined the influence of talking and the social context of talking on cognitive–emotional processes of adjustment to stressors. Two hundred fifty-six undergraduates viewed a stressful stimulus and were then assigned to a no-talk control condition or 1 of 3 talk conditions: talk alone, talk to a validating confederate, or talk to an invalidating confederate. Two days later, they were reexposed to the stressor. Compared with individuals in the no-talk condition, those in the talk alone and validate conditions had a lower level of intrusive thoughts in the 2-day interim, and they had lower perceived stress when reexposed to the stressor. The effects of talking and validation on perceived stress appeared to be mediated by lowered intrusions. The benefits of talking were diluted when disclosures were invalidated. These findings suggest that tatting about acute stressors, can facilitate adjustment to stressors through cognitive resolution. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The effects of high school career education on social–cognitive variables.

The authors investigated the influence of a 9-week career education class on career decision-making self-efficacy, vocational skills self-efficacy, perceived educational barriers, outcome expectations, educational plans, and career expectations among a sample of 166 high school sophomores. Using a nonrandomized, within-subjects crossover design, the authors collected pretest, posttest, and follow-up data with a health education class as the control condition. Post- and follow-up testing suggest that the class resulted in increased career decision-making self-efficacy, vocational skills self-efficacy, and short-term gains in outcome expectations but did not influence perceived educational barriers. Participants enrolled in the career education class in the first quarter were more likely to change career plans than were those in the control condition. Implications for practice and future research are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does distraction reduce the alcohol–aggression relation? A cognitive and behavioral test of the attention-allocation model.

Objective: This study provided the first direct test of the cognitive underpinnings of the attention-allocation model and attempted to replicate and extend past behavioral findings for this model as an explanation for alcohol-related aggression. Method: A diverse community sample (55% African American) of men (N = 159) between 21 and 35 years of age (M = 25.80) were randomly assigned to 1 of 2 beverage conditions (i.e., alcohol, no-alcohol control) and 1 of 2 distraction conditions (i.e., distraction, no-distraction). Following beverage consumption, participants were provoked via reception of electric shocks and a verbal insult from a fictitious male opponent. Participants' attention allocation to aggression words (i.e., aggression bias) and physical aggression were measured using a dot probe task and a shock-based aggression task, respectively. Results: Intoxicated men whose attention was distracted displayed significantly lower levels of aggression bias and enacted significantly less physical aggression than intoxicated men whose attention was not distracted. However, aggression bias did not account for the lower levels of alcohol-related aggression in the distraction, relative to the no-distraction, condition. Conclusions: These results replicated and extended past evidence that cognitive distraction is associated with lower levels of alcohol-related aggression in highly provoked males and provide the first known cognitive data to support the attentional processes posited by the attention-allocation model. Discussion focused on how these data inform intervention programming for alcohol-related aggression. (PsycINFO Database Record (c) 2011 APA, all rights reserved)