Principal component analysis: development and initial validation of the mirror effects inventory

BACKGROUND

Mirroring is a specific phenomenon that occurs in groups. People observe others enacting different roles in given situations, whereby concretizing the role of the observing aspect of their self as if looking in a mirror. Individuals could acquire emotional, cognitive, imaginative, behavioral, and interpersonal experiences through this process of mirroring; that is, "mirror effects." Given that there are very few comprehensive scales capable of evaluating mirror effects, the Mirror Effects Inventory (MEI) was developed to measure experiences after participating in counseling education. This study describes the development of the MEI based on an interpersonal perspective and aimed to validate this scale.

METHODS

The development and validation of the MEI involved a seven-stage process that utilized both qualitative and quantitative methods. Former students who studied counseling (N = 24) were surveyed via semi-structured telephone interviews. A subjective perceived scale (the MEI) was then constructed. The MEI was administered to part-time university students (N = 221) studying counseling courses. Psychometric tests were performed to examine its validity and reliability. Validation of the MEI included examining correlations between three types of mirror effects and age differences and educational attainment.

RESULTS

The PCA revealed three types of mirror effects: general, positive, and negative. These components accounted for 53.82% of the total variance. Reliability estimates measured using Cronbach's alpha of .88 indicated that the items were internally consistent. The findings showed that as the general mirror effect increased, there was a corresponding increase in the positive mirror effect and a decrease in the negative mirror effect. However, an increase in positive mirror effects was associated with an increase in negative mirror effects.

CONCLUSIONS

The development of a reliable and valid measure of mirror effects has benefits and implications for counseling education and clinical practice. Further empirical research could contribute to resolving the controversies concerning the basic conceptual understanding of MEI.

Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups

Introduction: Individual and group reflection practices are qualitative methods useful in a group context to develop group skills and more awareness of the dynamics that take place within the group to which one belongs. Aim: The aim of this work is to highlight how individual reflective practices and group reflections contribute to the development of group skills. More specifically, the effectiveness of relevant group dynamics is investigated, with the aim of creating a space for reflection, and activation for individual and group empowerment. Participants: The participants were 130 university students (86% female), resided in northwestern Italy, and had a mean age of 27.5 years (SD = 7.52). They were randomly divided into 23 groups (ranged from four to nine members). Method: The participants engaged in several online training activities and at the end of every activity they completed individual reflection practice in which they presented both positive and negative aspects related to the group experiences. Then they participated in online group reflections that allowed them to reflect on the group dynamics, particular attention given to factors such as climate, participation and roles played by each participant in a variety of training activities. This study analyzes 130 individual reflective practices and 23 group reflections. The data collected through individual reflective practices and the transcripts of the group reflections were analyzed using grounded theory. Two independent judges analyzed and categorized the data and then identified the main common categories that emerged by the support of Nvivo software. Results: From the analysis of the content, it is determined that the participants, based on the construction of the individual and group reflections, paid greater attention to the dynamics that occurred within the group during the various activities in which they participated, thus allowing them to be more aware of the various factors that affected the importance attributed to the different roles, the climate, and their active participation. Conclusion: Combined, these factors allowed participants to strengthen their relationships with each other and enhance the cohesion of the group.

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student's emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates' discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.

Reflective functioning and personal recovery process of users with borderline personality disorder on Instagram: an explorative study using computerized and thematic analysis

Although recent literature has stated that mentalizing (or reflective functioning; RF) promoted the clinical recovery (symptomatic remission; CR) of individuals with borderline personality disorder (BPD), to our knowledge, there have been no studies that analyzed the relationship between RF and a process more complex than CR, namely personal recovery (PR) - a deep and unique process of change in one's attitudes, values, feelings, goals and/or roles. Furthermore, while there have been a few studies concerning PR of BPD individuals, but to date none analyzed PR of BPD individuals through online narratives shared on social media platforms. This study investigates the relationship between RF and PR of 14 Instagram users with a selfreported diagnosis of BPD. Two groups of users were distinguished on the basis of hashtags, #bpd and #bpdrecovery. Seventy randomized text posts (5 from each user) were extracted from users' profiles: 35 from the #bpd group and 35 from #bpdrecovery. Two methods of analysis were applied: i) a thematic analysis, by using the theoretical framework CHIME, which identifies five dimensions of PR; and ii) a stylistic analysis of RF utilizing computerized reflective functioning (CRF), which identifies RF lexical markers. Results indicate that the #bpdrecovery group presented more dimensions of PR, and that its posts showed a significantly higher RF than the #bpd group. These findings suggest that RF could be involved in the PR of BPD individuals, thus mentalization-based treatment could be effective in supporting PR processes and enhancing the impaired RF in BPD users even in the online context.

The Semiotic Construction of the Sense of Agency. The Modal Articulation in Narrative Processes

The sense of agency is an ongoing process of semiotic construction of the action starting from the affective, cognitive, intersubjective and cultural matrix of experience. A person narratively constructs the sense of her agentive experience and in doing so does not refer exclusively to the "what", but also to the "how". There is always a specific "modus" to experience one's own action. We present the psychological notion of the Modal Articulation Process (MAP), namely the way through which a person orients and configures in a contextual frame the sense of her actions by means of modal operators of necessity, possibility, impossibility, contingency, but also knowledge, will, capability, constrain and opportunity. The notion of Modal Articulation Process is proposed as a semiotic, dynamic and recursive process that articulates narratively many aspects of the agency: the relational positionings and the way of experiencing them, the constraints and the resources present in the socio-symbolic context, the inherent temporality of every human phenomenon. Although the study of modal operators has an ancient and solid tradition of research in the fields of modal logics, analytical philosophy and narrative semiotic disciplines as well, yet in the field of the psychological sciences - except for a few authoritative isolated cases (Kurt Lewin, Rom Harrè, Jaan Valsiner) - there is not a great deal of attention on the relevance of these symbolic devices and their function in constructing the sense of action in a narrative way. Indeed modal articulation processes are at stake both during daily common routines and during exceptional turning point experiences that request a reconfiguration of the sense of one's own agency (e.g. the experiences of illness demand a new modal re-articulation). Our discussion is aimed at deepening and developing the notion of modal articulation, its functions and its specificities.

Italian Validation of the Capacity to Love Inventory: Preliminary Results

Introduction: Within a wider international research project aimed at operationalize the psychodynamic construct of capacity to love (Kernberg, 2011), the Capacity to Love Inventory (CTL-I) is a 41-items self-report questionnaire assessing six dimensions: interest in the life project of the other, basic trust, gratitude, common ego ideal, permanence of sexual passion, loss, and mourning.

Objectives: The study is aimed at validating the Italian version of the CTL-I.

Method: A total sample of 736 Italian non-clinical adults was administered a checklist assessing socio-demographic variables, and the CTL-I. A Confirmatory Factor Analyses (CFA) was conducted to examine the construct validity of the Italian version of the CTL-I. Only a part of the total sample (320 participants) was administered an additional series of concurrent measures in order to investigate the convergent validity of the CTL-I. Correlations with measures of socio-sexual orientation, quality of romance relations, and psychopathological questionnaires were examined through Pearson's correlation coefficients.

Results: CFA results suggested that the Italian CTL-I fully replicated the six-factor structure of the original CTL-I. Cronbach's alpha index provided satisfactory results for all subscales and the correlations with concurrent measures were in expected direction.

Conclusion: The results showed promising psychometric characteristics of the Italian version of CTL-I. Implications of the feasibility of the instrument in clinical and psychotherapeutic settings are discussed.

Group Psychodynamic Counselling as a Clinical Training Device to Enhance Metacognitive Skills and Agency in Future Clinical Psychologists

Metacognitive skills and agency are among the main psychological abilities a clinical psychologist should have. This study aimed to assess the efficacy of group psychodynamic counselling as a clinical training device able to enhance metacognitive skills and agency in final-year undergraduates in clinical psychology within an educational context. Thirty-three final-year students of clinical psychology participated in an experiential laboratory lasting two months. Participants completed measures regarding metacognitive skills and agency at pre-, post-treatment, and 3-month follow-up assessment. The results suggested that group psychodynamic counselling made students feel more capable of recognizing emotional states, understanding causal relationships, inferring mental states of others in terms of beliefs, desires, intentions, and expectations, and thinking critically. Furthermore, the group psychodynamic counselling helped students to feel more able to derive pathways to desired goals and to motivate themselves via agency thinking to use those pathways. Thus, the study confirmed the efficacy of group psychodynamic counselling as a clinical training device able to enhance metacognitive skills and agency in future clinical psychologists.