Personality change and personality as predictor of change in psychotherapy: A longitudinal study in a community mental health clinic

A practice-based study of relational virtues and alliance correspondence in psychodynamic psychotherapy

OBJECTIVE

Treatment outcome monitoring typically emphasizes pathology. In contrast, we responded to the need to establish psychodynamic psychotherapy as evidence-based by modeling changes in gratitude and forgiveness.

METHOD

We utilized a practice-based research design involving non-manualized outpatient treatment. We employed a longitudinal mixture modeling approach to evaluate treatment effectiveness. We did so by testing the theorized role for relational virtues (i.e., gratitude, forgiveness) as signs of progress in psychodynamic treatment, with relational virtues referring to the application of character strengths to specific situations. We modeled clients' self-reported level on the virtues as a joint process over five time points, and examined the influence of early treatment alliance correspondence on patterns of change using a sample of outpatient clients (N = 185; Mage = 40.12; 60% female; 74.1% White).

RESULTS

A 3-class solution best fit the data, with one class exhibiting growth in gratitude and forgiveness, improved symptoms, and a greater likelihood of symptom improvement relative to well-being gains. Alliance correspondence predicted the classes of change patterns, with greater similarity between clinicians' and clients' perceptions about the alliance predicting greater likelihood of belonging to the subgroup showing highest levels of virtues and well-being, lowest symptoms, and improved well-being.

CONCLUSION

Clinical implications involve monitoring gratitude and forgiveness as signs of progress and navigating the dialectic between implicit alliance processes and explicit virtue interventions. The former involves nurturing a strong alliance and repairing ruptures, whereas the latter involves direct in-session conversation and/or the practice of virtue interventions in and/or outside of session.

Dispositional factors in the explanation of symptoms of depression, anxiety, health anxiety and COVID-19 Phobia

Maladaptive personality, the motivational systems, and intolerance of uncertainty play important roles in the statistical explanation of depression and anxiety. Here, we notably examined for the first time whether symptoms of depression, anxiety, health anxiety, and fear of COVID-19 share similar associations (e.g., variance explained) with these important dispositional dimensions. For this cross-sectional study, data from 1001 participants recruited in Germany (50% women; mean age = 47.26) were collected. In separate models, we examined the cross-sectional associations of the symptoms of depression, anxiety, health anxiety, and fear of COVID-19 with the Personality Inventory for DSM Short Form Plus scales, the Behavioral Inhibition System / Flight-Fight-Freeze System / Behavioral Activation System scales, and Intolerance of Uncertainty scales. Relative weight analyses were used to determine the within-model importance of the different scales in the prediction of the symptoms. All in all, our study showed that maladaptive personality and intolerance of uncertainty dimensions are more important sets of predictors of the studied outcomes (with which depressive and anxious symptomatology feature very similar associations) than are the motivational system dimensions. Within predictor sets, the scales with the most important predictors were: Negative Affectivity, the Behavioral Inhibition System, and Burden due to Intolerance of Uncertainty. Our findings highlight the relevance of focusing behavioral targets of psychotherapy on these within-set traits and identify potential research priorities (maladaptive personality and intolerance of uncertainty) in relation to the symptoms of interest.

Longitudinal associations of neuroticism with life satisfaction and social adaptation in a nationally representative adult sample

OBJECTIVE

Correlational studies have frequently linked neuroticism to lower well-being and poorer social adaptation. In this study, we examined the longitudinal associations of neuroticism with life satisfaction and aspects of social adaptation (i.e., loneliness, number of close friends, and interpersonal trust).

METHOD

Cross-lagged panel models (CLPMs) and random intercepts cross-lagged panel models (RI-CLPMs) were used to analyze the prospective associations between variables in a nationally representative adult sample from Germany (N = 5,663 to 11,079 per analysis; 2-4 measurement waves with lags of 4-5 years).

RESULTS

CLPMs indicated that higher neuroticism was related to lower life satisfaction, higher loneliness, fewer friends, and lower interpersonal trust, but not vice versa. At the within-person level, RI-CLPMs revealed similar findings with increased neuroticism predicting decreases in life satisfaction, increases in loneliness, and decreases in interpersonal trust. Indices of social adaptation partially mediated the link between neuroticism and life satisfaction at the between-person but not at the within-person level. Exploratory multigroup analyses support the generalization of the cross-lagged effects of neuroticism on life satisfaction and social adaptation across age, gender, and geographical regions (East versus West Germany).

CONCLUSIONS

These findings highlight the role of neuroticism in shaping psychosocial outcomes over time.

Four types of change and self-other agreement on change in personality traits during college years: A multi-informant longitudinal study

Research in personality trait change has largely relied on mean-level and rank-order change across the lifespan. The current research expanded the literature in several ways: analyzing four types of change and correlated change patterns, obtaining multi-informant reports, including lower-order personality traits, and collecting multiple assessments during a short yet important time for college-attending emerging adults (baseline N = 259, M_age  = 18.79). There was little evidence for mean-level change, yet participants showed significant individual differences such that rank-ordering and ipsative profiles were much more dynamic than mean score patterns. Informant-reports from close others demonstrated largely similar patterns: little to no mean-level change, significant increase in rank-ordering, and about half of participants reporting configural change mostly in elevation and scatter rather than in profile shapes. Interestingly, there was no correlated change between self and other-reports. This indicated that close others do not share individuals' perception of their own personality trait change, at least not in the demographic group studied. By examining individual-level, sample-level, and multi-informant perspectives, our thorough investigation provided useful benchmarks for future research to examine the source of variability in change trajectories.

The Relationship Between Patients' Personality Traits, the Alliance, and Change in Interpersonal Distress in Intensive Group Treatment for Personality Dysfunction

This study examined patients' personality traits as operationalized by the five-factor model in relation to early alliance and reduction of interpersonal distress through an intensive group treatment program for personality dysfunction. A sample of 79 consecutively admitted psychiatric outpatients with personality dysfunction who attended an 18-week intensive group treatment program completed the NEO Five-Factor Inventory at pretreatment, the Inventory of Interpersonal Problems at pre- and posttreatment, and the Edmonton Therapeutic Alliance Scale, a measure of the therapeutic alliance with the program therapist, at Session 5. Results indicated that patients who were relatively extraverted tended to rate the alliance with their program therapist higher and subsequently reported more improvement of interpersonal distress. The presence of a personality disorder did not moderate this mediation. Patients' extraversion likely promotes a bonding with the therapist and facilitates the interpersonal group work necessary for improvement. Assessing patients' level of extraversion before starting intensive group treatment might indicate which intervention strategies could be useful with that patient within the program frame.

Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time

School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students’ bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students’ adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.

Personality Psychology

Personality psychology, which seeks to study individual differences in thoughts, feelings, and behaviors that persist over time and place, has experienced a renaissance in the last few decades. It has also not been reviewed as a field in the Annual Review of Psychology since 2001. In this article, we seek to provide an update as well as a meta-organizational structure to the field. In particular, personality psychology has a prescribed set of four responsibilities that it implicitly or explicitly tackles as a field: (a) describing what personality is-i.e., what the units of analysis in the field are; (b) documenting how it develops; (c) explaining the processes of personality and why they affect functioning; and (d) providing a framework for understanding individuals and explaining their actions, feelings, and motivations. We review progress made over the last 20 years to address these four agendas and conclude by highlighting future directions and ongoing challenges to the field. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.