Interpersonal Content Research Articles

An interpersonal circumplex/five-factor analysis of the Rejection Sensitivity Questionnaire

Rejection sensitive persons expect others to reject them, readily interpret ambiguous interpersonal cues as rejection, and overreact to rejection, real or imagined ( Downey & Feldman, 1996). Rejection sensitivity—as assessed by the Rejection Sensitivity Questionnaire (RSQ)—is psychologically distressing and predicts relationship problems, but questions remain about the measurement properties of the RSQ. For this study, the interpersonal circumplex and five-factor models provided the framework for a comprehensive mapping of rejection sensitivity in the personality domain. College students completed the RSQ, the Interpersonal Adjective Scales Revised-Big Five ( Trapnell & Wiggins, 1990), and measures of theoretically relevant constructs. The RSQ had significant interpersonal content, as expected, its angular placement was between IASR-B5 octant scales HI (Unassured-Submissive) and FG (Aloof-Introverted), and it was correlated significantly with Neuroticism. It appears, then, that rejection sensitive persons, as identified by the RSQ, are more likely to avoid rejection by distancing themselves from others, rather than by seeking intimate relationships. The RSQ has adequate psychometric properties, but valid tests of rejection sensitivity as a variable linking early attachment problems to later rejection-avoidance strategies require the inclusion of additional measures.

Specific cognitive-personality vulnerability styles in depression and the five-factor model of personality

This study located the specific cognitive-personality vulnerability measures proposed by S. J. Blatt (1974; Levels of object representation in anaclitic and introjective depression. Psychoanalytic Study of the Child, 29, 107–157), i.e. dependency and self-criticism, and by A. T. Beck (1983; Cognitive therapy of depression: New perspectives. In P. J. Clayton and J. E. Barrett (Eds.), Treatment of depression: Old controversies and new approaches, pp. 265–290. New York: Raven), i.e. sociotropy and autonomy, within a comprehensive measure of personality, the NEO-PI-R developed by P. T. Costa Jr. & R. R. McCrae (1992, The NEO Personality Inventory manual. Odessa, FL: Psychological Assessment Resources). University students (102 men, 131 women) completed the NEO-PI-R, the Depressive Experiences Questionnaire, the Revised Sociotropy-Autonomy Scale, and CES-D depression. Results indicated that: (1) the 30 NEO-PI-R facets illuminate the similarities and differences between dependency, sociotropy, self-criticism, and autonomy; (2) the different forms of interpersonal content reflected by the specific vulnerability constructs descriptively distinguish them from the neuroticism domain and its facets; and (3) the main effects of dependency, sociotropy, self-criticism, and autonomy in predicting depression are explained by shared variance with neuroticism.

Interpersonal Convergence of Personality Constructs in Dynamic and Cognitive Models of Depression

Both dynamic and cognitive models of depression posit that the individual's personality structure influences vulnerability to depression. Blatt's constructs of dependency and self-criticism and Beck's constructs of sociotropy and autonomy were compared within the conceptual framework of the interpersonal circle. The results indicated that dependency and sociotropy displayed considerable overall convergence and were associated with similar interpersonal features. Some differences emerged between self-criticism and autonomy. In particular, self-criticism emerged as interpersonally complex, incorporating distrust, social avoidance, as well as concern with others' reactions. However, comprehensive analyses revealed that similarities between the two constructs outweighed the differences. Self-criticism and autonomy were found to reflect as much interpersonal content as dependency and sociotropy. These results highlight the interpersonal implications of these personality structures.

Assessing the interpersonal transaction cycle: Convergence of action and reaction interpersonal circumplex measures.

Contemporary interpersonal theory uses 2 models to represent the process and content of interpersonal transactions. The interpersonal transaction cycle is a dynamic model demonstrating the interaction between the overt behaviors and the covert intrapsychic experiences of 2 interacting individuals in action-reaction event chains. The interpersonal circle is a static model codifying individual differences across various interpersonal content domains (e.g., traits, acts, problems, impacts). The present study used 150 pairs of undergraduates to demonstrate cross-observer structural convergence of 2 separate interpersonal circumplex inventories measuring the "action" and "reaction" components of the transaction cycle, providing evidence that both components of the cycle can be captured by existing circumplex measures, and allowing researchers to proceed on to more comprehensive tests of interpersonal theory.

The Wisconsin Personality Disorders Inventory: Development, Reliability, and Validity

The Wisconsin Personality Disorders Inventory (WISPI) is a self-report questionnaire derived from an interpersonal perspective on the DSM-III-R personality disorders. Internal consistency for 11 personality disorder scales was very high in a sample of 1230 normals and patients. Two-week test-retest reliability in 80 patients and nonpatients was also high. Interscale correlations were higher than desirable but were reduced by corrections for response bias. A clinician sort of WISPI items to DSM-III criteria and independent coding of items for interpersonal content indicated good validity vis-a-vis both frames of reference. Patients scored higher than nonpatients on most scales, and patients with current clinical diagnoses of any personality disorder scored higher than those with no Axis II disorders. Other indicators of concurrent validity were high to moderate correlations with Personality Disorders Questionnaire, MMPI Personality Disorder Scales, and Millón Clinical Multiaxial Inventory self-reports; and with clinician ratings on a dimensional personality assessment form in a subsample of 146 outpatients.

Interpersonal Interactions and Psychopathology—Five Cases

The interpersonal interactions in Kernberg's structural interview were analyzed for two schizophrenic, two borderline, and one neurotic patient, using the Structural Analysis of Social Behavior (Benjamin, 1974). The two schizophrenic patients walled off and avoided the interviewer in the process and had very little interpersonal content. They also used focus in a deviant way when they described only actions and never reactions from others and only reactions and never actions from themselves. For one schizophrenic patient the interview showed many further signs of a disturbed interpersonal process where the interviewer acted disaffiliative with many complex communications and low complementarity. The two borderline patients did not show any clear and common signs of disturbed interpersonal interactions in the process. Like the neurotic patient they followed the interviewer's intentions and were open about themselves. Both borderline patients had more interpersonal content than the other patients. The results are discussed in terms of Kernberg's theory (1981a).

Social cognitive problem solving and childhood adjustment: Qualitative and topological analyses

Social-cognitive problem solving (SCPS) has been proposed and often accepted as relating positively to social and emotional adjustment, yet empirical support has been inconsistent. This study assessed the SCPS skills of 150 middle-class 6- to 11-year-old children through the use of qualitative, quantitative, and topological measures. Six quality dimensions were employed: Effectiveness, Inappropriateness, Aggressiveness, Passivity, Affective Understanding, and Interpersonal Content. Within each dimension, several topological variables were constructed: Mean Quality, Maximum Quality, Quantity, and Consistency Across Situation. It was found that children whose solutions were more socially appropriate and more consistent across situations were better adjusted as rated by teachers and parents. Findings suggested that solutions that were interpersonally oriented and active across situations were associated with lower levels of social withdrawal. Quantity was not associated with adjustment. These results support the superiority of qualitative over quantitative assessments and the relevance of the situation in SCPS assessment, and they note the importance of intellective and demographic variables in predicting adjustment.

The Value of Researching Psychotherapy Techniques: A Response

Strupp's paper is a clear, thought-provoking statement from an esteemed clinician and psychotherapy researcher. It acknowledges the limitations of our understanding of therapeutic change while endorsing the basic human process of psychotherapy. The paper's concluding statements are worded to reflect a broad psychotherapy research base rather than any particular school of therapy. These propositions reflect the vagueness of the field. They also instill the hope that the intensive study of significant therapy events will help clinicians understand how, when, and why people change. Personally, I share Strupp's hope that the intensive analysis approach (see Rice & Greenberg, 1984; Elliott, 1983) will make a significant contribution to our knowledge of the necessary elements in psychotherapy. In contrast to his position, however, I believe that discoveries related to the technical aspects of psychotherapy will serve to clarify the murky waters of behavior change. We need a greater understanding of these techniques, the skillfulness with which they are applied, and the therapy contexts in which they are powerful (Schaffer, 1982; Stiles, Shapiro & Elliott, 1986). By studying the therapist's techniques we will be studying his/her behavior and indirectly his/her conceptualization of the client's difficulties. Strupp's (1986) description of the therapeutic environment for change is compelling ". . . the therapist provides a benign interpersonal context in which the client, under favorable circumstances, can modify the products of previous learning and acquire somewhat different patterns of thinking, feeling, and behavior (sic)." It makes sense that people learn best under friendly conditions rather than hostile, critical, or other negative environments. I have trouble imagining how any theorist from cognitive, behavioral, or other models would reject the assertion that a positive environment is better for new learning than a negative one (see Goldfried & Davison, 1976). It also seems reasonable that a positive relationship with a therapist, or for that matter with anyone, may serve as an impetus for change. I see these conditions as necessary for therapeutic change most of the time but rarely sufficient in and of themselves. My divergence from Strupp begins with his discussion of how these therapeutic changes occur and particularly with his negation of the importance of the technical aspects of therapy. As is often the case, the definition or exposition of terms often impedes agreement. While I will try to stay away from nitpicking points, there are several substantive issues. The first concerns the "benign interpersonal content." Cognitive and behavior therapists may have tended to neglect writing about the therapeutic relationship but it is generally implied that this relationship is important. Beck et al. (1979) explicitly indicated the importance of the therapist having good psychotherapy skills prior to implementing their treatment. Ratings of competency in cognitive therapy have reflected an essential mix among interpersonal skills, conceptual skills and technical skills (Shaw, 1984). The second terminological issue concerns the "techniques" of psychotherapy. Because Strupp is so critical of a treatment consisting in part of a set of techniques I would like to press for a definition of these concepts. Before doing so, I want to agree that treatment cannot be extracted from the relationship between the participants. Treatment refers to a way of handling or behaving toward another person; specifically, the way the clinician manages the client's complaints, problems, or symptoms. The term technique refers to the expert method of execution or manner of performance. Certain interventions in psychotherapy have been described and can be identified (DeRubeis et al., 1982). These interventions are employed by the therapist guided by his/her conceptualization which, in turn, is typically based on theory. …

Inducing Attitudinal Change among Librarians

Using the semantic differential, the attitudes of 35 public librarians participating in a training program on library service to the inner city were measured before and after the conference. A group of 30 public librarians in similar positions in large cities was randomly selected and measured with the same instrument to serve as a basis of comparison and control. Three of the five concepts tested Community Involvement in Planning Library Programs, The Urban Poor, and Library Institutes as Educational Devices underwent statistically significant changes as a result of the five-day institute. Comparing the post-test scores of participants and the control group reveals that participants' opinions of four of the five issues moved in the opposite direction from the views of their colleagues. A discussion of two competing theories of why attitudes change in institute settings interpersonal context versus ideational content follows, with hypotheses for testing their relative influence. EDUCATIONAL INSTITUTES have different purposes, ranging from dispensing information about new techniques and materials to altering opinions, values, and behavior of its trainees. The kind of evaluation its design and instruments will vary with the specific purpose and scope of the training program. However, the common The author is a Research Assistant Professor in the Graduate School of Library Science at the University of Illinois, Urbana.

Interaction patterns in formal serviceoriented organizations

This paper, based upon questionnaire data from nurses working in out-patient departments, deals with interaction within and across hierarchical lines. The chief findings are: (1) The extent of the respondents' self-initiation is inversely related to the status of the other party (0), provided that peers are omitted. The level of self-initiation with peers closely approximates that with subordinates. (2) O's status, is related to the content of the interaction such that the transmission of organizational material is maximized with superordinates; interpersonal content goes more to peers than to others, while task content is minimized with subordinates. The latter finding is questioned in the discussion, in which some general hypotheses are suggested. (3) Frequency of contact is inversely related to O's status. (4) The importance and satisfaction with interactions are positively related to O's status. Explanations of the data are explored and related to previous research. Norman H. Berkowitz is assistant research professor at the Human Relations Center of Boston University. Warren G. Bennis is associate professor of industrial management, School of Industrial Management, Massachusetts Institute of Technology.

The interpersonal content in schizophrenic thought

The interpersonal content in schizophrenic thought