Self-consciousness mediated the role of the insula in self-disclosure: Evidence from rs-fMRI data

INTRODUCTION

Self-disclosure is integral to forming intimate connections within interpersonal exchanges. While its advantages are widely acknowledged, the cerebral basis of self-disclosure is not thoroughly understood. Insight into its neural underpinnings is crucial for refining therapeutic approaches, especially for challenges associated with self-disclosure.

METHODS

Our study probed the association between spontaneous neural activity, gauged via resting-state fMRI, and self-disclosure tendencies among 258 healthy university students, employing Regional Homogeneity (ReHo) and behavioral correlation analysis. We also explored the mediating effect of self-consciousness on this relationship.

RESULTS

The ReHo-behavior correlation analysis uncovered that higher ReHo values in the insula are predictive of greater self-disclosure in social settings. Additionally, the mediation analysis identified self-consciousness as a partial intermediary between spontaneous neural activity in the insula and self-disclosure behaviors.

CONCLUSION

The findings imply that decreased similarity in the insula during rest-state may amplify self-conscious emotions such as embarrassment, thus illuminating the cognitive processes that underlie disclosure behaviors. Critically, these insights have practical ramifications for enhancing therapeutic methods and communication skills by aiding individuals in navigating self-consciousness obstacles, thereby promoting more transparent and efficacious self-disclosure.

Applying Rasch analysis in refinement and validation of interpersonal skills measure for gifted children

Background

Interpersonal characteristics of gifted adolescents is important because of the potential influence on individuals' psychological health and future professional success. Understanding the interpersonal characteristics requires valid and reliable measures. This study attempted to explicitly describe the application of Rasch analysis in the validation and development process of an existing measure of interpersonal skills among gifted adolescent in Ohio.

Methods

We extensively evaluated the psychometric properties of the 40-item scale measuring the interpersonal competence of adolescents among the gifted population in Ohio (N = 127) using Rasch analysis. Multiple aspects of reliability and validity were tested including dimensionality, rating scale functioning, and fit statistics.

Results

The internal consistency reliability of the scale was confirmed with an adequate fit to the Rasch model. However, the scale demonstrates relatively poor performance in terms of unidimensionality with our sample. Also, the rating scale categories were confusing given that our sample could not effectively distinguish some adjacent categories. Corresponding refinements have been made and the revised scale formed a meaningful linear progression with improved performance on unidimensionality, rating scale functioning, and fit statistics.

Conclusion

The study provided evidence that the construct of interpersonal skills is measurable. Based upon the original Interpersonal Competence Questionnaires consists of 40 items, the author extracted and piloted a refined measure consisting of 31 items that performed a meaningful, theoretically consistent linear progression measure that could be used to measure the level of interpersonal skills of gifted children.

Psychometric Properties of the Chinese Version of the Brief Interpersonal Competence Questionnaire for Adolescents

This study aimed to evaluate the psychometric properties of the Brief Interpersonal Competence Questionnaire (ICQ-15) administered to Chinese adolescents. A sample of 1705 adolescents (Mean age = 14.08, SD = 3.22, 46.5% male) completed a questionnaire including the Chinese version of the ICQ-15, as well as measurements of well-being, psychological resilience, and depression. To examine the psychometric properties of the ICQ-15, item analyses (item-total correlation and normality test), confirmatory factor analysis, concurrent validity analyses, multi-group analyses, and internal consistency analyses were performed. The results of the item analyses suggested a good item-total correlation, and the item scores were distributed approximately normally. The confirmatory factor analysis showed that the five-factor model had acceptable fit indices. The concurrent validity analyses indicated that the Chinese version of the ICQ-15 had a satisfactory concurrent validity. The multi-group analyses proved the measurement invariance across females and males, as well as participants in early, middle, and late adolescence. The ICQ-15 demonstrated satisfactory internal consistency reliability among Chinese adolescents. The ICQ-15 presents good psychometric properties and can be used to assess interpersonal competence in Chinese adolescents.

Perceived Stress of Cypriot College Students During COVID-19

Abstract. Background: Increased perceived stress is associated with physical and mental health problems. However, little is known about the social factors that influenced perceived stress during the COVID-19 pandemic. In this study, we examined the relationship between social skills, perceived support from family and friends, and perceived stress during the COVID-19 pandemic, through a two-wave design. Methods: A group of 106 college students completed measures of social skills during the prepandemic period as well as of perceived social support and perceived stress 1 month into the implementation of the first lockdown in Cyprus. Results: Preexisting social skills and concurrent family support the predicted negatively perceived stress during the lockdown. Although several aspects of social skills were correlated negatively with perceived stress, only the ability to manage interpersonal conflicts and to effectively resolve disagreements negatively predicted perceived stress, suggesting that this skill may constitute a protective factor against perceived stress during stressful events. Perceived support during the pandemic, on the other hand, was not overall significantly predicted by one’s social skills. Conclusions: Our study provides preliminary evidence about the relationship between interpersonal skills and perceived stress during the COVID-19 pandemic. Interventions targeting the development of conflict resolution skills seem to be promising in ameliorating the psychological stress associated with the pandemic.

Behavioral and neural correlates of social network size: The unique and common contributions of face recognition and extraversion

OBJECTIVES

Humans are inherently social creatures and can gain advantages from larger network size. Researches have shown that different cognitive and personality factors may result in individual differences of social network size (SNS). Here, we focused on whether face recognition ability and extraversion were related to SNS and the neural basis underlying the relations.

METHODS

Behaviorally, we adopted the face-inversion task, NEO personality inventory, and computerized SNS test to explore the relationships between face recognition, extraversion, and SNS. Neurally, we used resting state functional magnetic resonance imaging and fractional amplitude of low-frequency fluctuation (fALFF) analysis method to investigate the neural correlates of SNS and then revealed whether face recognition and extraversion were related to SNS relevant brain regions.

RESULTS

We found that individuals with better face recognition ability and more extraverted personality had larger size of social network. In addition, we found that SNS was positively associated with the fALFF in the ventromedial prefrontal cortex (vmPFC), right superior temporal sulcus, and precuneus. Interestingly, the fALFF in the vmPFC significantly correlated with face recognition ability.

CONCLUSIONS

Our study suggests that both face recognition and extraversion may be important correlates of SNS, and the underlying spontaneous neural substrates are partially dissociable.

Disentangling the relationships between interpersonal competence, social network, social support and the experience of being stigmatized among people with psychotic disorders: A path modeling approach

BACKGROUND

Deficits in social skills are common among people with psychosis and may contribute to the severity of the stigmatization they experience. The aim of the present research was to shed light on the mechanisms through which lack of interpersonal competence may lead to an increased exposure to stigma by investigating the mediating effects of social network and social support.

METHODS

A sample of 207 patients diagnosed with psychotic disorders was recruited for the study. The pattern of relationships between interpersonal competence, social network, social support and experienced stigma was analyzed using path modeling.

RESULTS

The level of interpersonal competence was found to be directly negatively related to the intensity of experienced stigma (β = -0.20, SE = 0.08; P < 0.05) and directly positively related to the scope of social network (β = 0.36, SE = 0.08, P < 0.01) and social support (β = 0.36, SE = 0.08, P < 0.01). The analysis of mediation pathways between interpersonal competence and stigma experiences revealed significant indirect effect through social support (β_IND = -0.08, 95% CI: -0.16 to -0.02) and sequential effect through social network and social support (β_IND = -0.03, 95% CI: -0.06 to -0.01). The indirect pathway from interpersonal competence to stigma via social network alone turned out to be non-significant.

CONCLUSIONS

The findings indicate that poor interpersonal competence may increase the extent of the stigma experienced by people with psychotic illness both directly and indirectly, with social support being the key mediator. Since interpersonal competence, social network and social support are potentially modifiable factors, they should be considered as possible targets of anti-stigma interventions.

Experience and Health-Related Behavior in Times of the Corona Crisis in Germany: An Exploratory Psychological Survey Considering the Identification of Compliance-Enhancing Strategies

Despite the need for enduring preventive behavior in times of the COVID-19 pandemic, several counteracting behavioral reactions can be observed worldwide. Considering the grave consequences resulting from such health-related risk behavior, we carried out an online questionnaire study to identify personal characteristics that frame a motivational sketch of those who refuse to follow the pandemic-related preventive measures. Our results from a sample of N = 570 German participants already indicate obvious changes in relevant variables in the four-week investigation period during the pandemic's initial phase (25th March to 22nd April 2020). Above all, the willingness to take preventive measures decreased, as did the assessment of the pandemic's severity. The perceived own vulnerability also turned out to be clearly age-dependent and, overall, our sample showed a negative affectivity deviating distinctively from a reference sample. These and other findings allow for identification of sources for public health interventions that can help to increase compliance with required prevention behavior, and thus, counteract COVID-19.

Assertiveness and adaptation: Prospective teachers' social competence development and its significance for occupational well-being

BACKGROUND

Difficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.

AIM

We conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social competence. In Study 1, we examined, whether social competence predicts beginning teachers' emotional exhaustion. Study 2 investigated whether university teacher training contributes to social competence development among prospective teachers.

SAMPLE

The samples of both studies are based on large-scale assessments. Participants in Study 1 were 1,758 beginning teachers who had been tracked since their entry into university teacher training. Study 2 included 831 prospective teachers who were surveyed over a total period of two years.

METHODS

Data were analysed utilizing a structural equation modelling approach (Study 1) and latent change score modelling (Study 2).

RESULTS

The results of Study 1 revealed that social competence negatively predicts emotional exhaustion. Further, beginning teachers' reports of classroom management functioned as a mediator within that relationship. According to the findings in Study 2, prospective teachers showed no significant enhancements of social competence within one year of university teacher training. However, there was a significant change considering the two-year interval.

CONCLUSIONS

Social competence, as a predictor of occupational well-being, may constitute one important resource for the early-career adaptation of beginning teachers. However, efforts to promote social competence within university teacher training should be increased.

Romantic Competence and Adolescent Courtship: The Multidimensional Nature of the Construct and Differences by Age and Gender

Adolescent courtship is emerging as an important developmental process which impacts social balance and adjustment in the teenage years. Both the cultural context and different individual competencies seem to determine the success or failure of this process. However, there is little research focusing on the direct relationship between interpersonal skills and adolescent courtship, possibly due to the lack of suitable instruments to measure it. This study takes this process further by adapting a multifactorial measurement of Interpersonal Competence to the framework of adolescent courtship (Adolescent Interpersonal Competence Questionnaire for Courtship (AICQc)), and by analyzing these skills according to gender and age. A total of 1584 adolescents (48.9% girls and 51.1% boys) between the ages of 12 and 17 who were in compulsory secondary education participated in the study. Based on the factor model proposed by Buhrmester et al., the Confirmatory Factor Analysis showed the validity of the instrument and a high internal consistency for five independent domains of competence: (a) initiating relationships; (b) assertiveness and the ability to say no; (c) self-disclosure; (d) providing emotional support; and (e) resolving conflicts. Age, as measured by the school year, was found to be a key factor in this regard. The results are discussed in terms of assessing interpersonal competence for relationships. There has been little research into this type of interpersonal competence and it is a key factor in facing the important developmental task for first-time couples of choosing a partner and managing adolescent courtship.

Measuring Teachers' Social-Emotional Competence: Development and Validation of a Situational Judgment Test

Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theory-based situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

Förderung sozial-emotionaler Kompetenz von angehenden Lehrkräften

Zusammenfassung. Der Lehrerberuf ist gekennzeichnet durch stetige soziale Interaktionen, deren erfolgreiche Bewältigung hohe Anforderungen an die sozial-emotionalen Fähigkeiten der Lehrkräfte stellt. Insbesondere zum Berufseinstieg werden Unterrichtsstörungen und soziale Konflikte als häufigste Stressoren erlebt. Die vorliegende Studie stellt ein theoretisch fundiertes Training sozial-emotionaler Kompetenz für Lehramtsstudierende vor, das auf die sozialen Herausforderungen des Berufs vorbereiten soll. Es umfasst die Vermittlung theoretischen Wissens und die Durchführung praktischer Übungen in den Bereichen Wissen über Emotionen, Regulation von Emotionen sowie soziale Fähigkeiten. Die Evaluation des 13 Sitzungen umfassenden Trainings wurde über ein quasi-experimentelles Prä-Post Design mit insgesamt N = 137 Studierenden in Trainings- ( N = 99) und Vergleichsgruppe ( N = 38) realisiert. Effekte des Trainings konnten in allen Bereichen nachgewiesen werden, wobei insbesondere die emotionale Selbstaufmerksamkeit (Wissen über Emotionen) und die Anwendung kognitiver Umbewertung (Regulation von Emotionen) zu nennen sind. Im Bereich soziale Fähigkeiten zeigte sich das Training lediglich für das Konfliktmanagement wirksam. Gemeinsam mit der großen Akzeptanz bei den Studierenden sprechen die Ergebnisse für den Nutzen der Implementierung solcher Programme in die universitäre Ausbildung von Lehrkräften.

An internet-based intervention for people with psychosis (EviBaS): study protocol for a randomized controlled trial

BACKGROUND

Evidence shows that internet-based self-help interventions are effective in reducing symptoms for a wide range of mental disorders. To date, online interventions treating psychotic disorders have been scarce, even though psychosis is among the most burdensome disorders worldwide. Furthermore, the implementation of cognitive-behavioral therapy (CBT) for psychosis in routine health care is challenging. Internet-based interventions could narrow this treatment gap. Thus, a comprehensive CBT-based online self-help intervention for people with psychosis has been developed. The aim of this study is the evaluation of the feasibility and efficacy of the intervention compared with a waiting list control group.

METHODS

The intervention includes modules on delusion, voice hearing, social competence, mindfulness, and seven other domains. Participants are guided through the program by a personal moderator. Usage can be amended by an optional smartphone app. In this randomized controlled trial, participants are allocated to a waiting list or an intervention of eight weeks. Change in positive psychotic symptoms of both groups will be compared (primary outcome) and predictors of treatment effects will be assessed.

DISCUSSION

To our knowledge, this project is one of the first large-scale investigations of an internet-based intervention for people with psychosis. It may thus be a further step to broaden treatment options for people suffering from this disorder.

TRIAL REGISTRATION

NCT02974400 (clinicaltrials.gov), date of registration: November 28th 2016.

Brief Form of the Interpersonal Competence Questionnaire (ICQ-15)

Abstract. The Interpersonal Competence Questionnaire (ICQ) developed by Buhrmester and colleagues ( 1988 ) in the US assesses the multidimensional construct of social competence via five distinct, but related subscales. Two versions comprising 40 and 30 items, respectively, are available in German. The purpose of the current study is to develop and validate a brief version of the ICQ among a large adult sample that is representative of the German general population. Data were collected from 2,009 participants. Three confirmatory factor analyses (CFA) were conducted in order to develop and validate the ICQ-15. Cronbach’s alpha coefficients were computed for the ICQ-15. An initial CFA with the ICQ-30 formed the basis for the selection of the items to be included in the ICQ-15. Two subsequent CFA’s with the ICQ-15 revealed an excellent fit of the hypothesized five-factor model to the observed data. Internal consistency coefficients were in the adequate range. This preliminary evaluation shows that the ICQ-15 is a structurally valid measure of interpersonal competence recommended for research contexts with limited assessment time and for psychotherapy progress tracking in clinical settings.

Empathy decline and its reasons: a systematic review of studies with medical students and residents

PURPOSE

Empathy is a key element of patient-physician communication; it is relevant to and positively influences patients' health. The authors systematically reviewed the literature to investigate changes in trainee empathy and reasons for those changes during medical school and residency.

METHOD

The authors conducted a systematic search of studies concerning trainee empathy published from January 1990 to January 2010, using manual methods and the PubMed, EMBASE, and PsycINFO databases. They independently reviewed and selected quantitative and qualitative studies for inclusion. Intervention studies, those that evaluated psychometric properties of self-assessment tools, and those with a sample size <30 were excluded.

RESULTS

Eighteen studies met the inclusion criteria: 11 on medical students and 7 on residents. Three longitudinal and six cross-sectional studies of medical students demonstrated a significant decrease in empathy during medical school; one cross-sectional study found a tendency toward a decrease, and another suggested stable scores. The five longitudinal and two cross-sectional studies of residents showed a decrease in empathy during residency. The studies pointed to the clinical practice phase of training and the distress produced by aspects of the "hidden," "formal," and "informal" curricula as main reasons for empathy decline.

CONCLUSIONS

The results of the reviewed studies, especially those with longitudinal data, suggest that empathy decline during medical school and residency compromises striving toward professionalism and may threaten health care quality. Theory-based investigations of the factors that contribute to empathy decline among trainees and improvement of the validity of self-assessment methods are necessary for further research.

Psychometric Properties of the Polish Version of the Interpersonal Competence Questionnaire (ICQ-R)

This article presents the development and validation of the Polish version of the Interpersonal Competence Questionnaire – Revised (ICQ-R; Buhrmester, 2002 ; Buhrmester, Furman, Wittenberg & Reis, 1988 ). A total of 372 pupils and students (222 women and 150 men) aged 18–25 were studied. The instrument’s five-factor structure was confirmed and its reliability was satisfactory. Construct validity was investigated with respect to the NEO-FFI and to information on the participants’ relationship experiences and satisfaction with life. The majority of the ICQ-R scales correlated positively with Extraversion and Conscientiousness and negatively with Neuroticism. Participants who had never been in a romantic relationship were less interpersonally competent than participants who had such an experience. Competence was also related to the duration of the longest relationship and the number of relationships. Life satisfaction correlated positively with all the ICQ-R scales except Conflict Resolution.