The inter-experiential field: Perceptions and metaperceptions in person-centered and experiential psychotherapy

How can we understand the complex nexus of interpersonal relationships from a phenomenological, experiential standpoint? Drawing on theory and research from R. D. Laing's interpersonal phenomenology, social psychology, and Interpersonal Psychotherapy, this paper examines the disjunctions that may arise in people's perceptions of each other, and the highly destructive consequences that such disjunctions can have. It explores the questions of how people perceive, and misperceive, other people's experiences; how people perceive, and misperceive, others' perceptions of their experiences ('metaperceptions'); and the implications that such an analysis has for the practice of person-centered and experiential psychotherapy and counseling

Social value orientation as a moral intuition: Decision making in the dictator game.

We studied the hypothesis that social value orientations are expressed automatically in behavior, as would be suggested by the social intuitionist model. We observed automatic and deliberated decisions in the dictator game and confirmed that social values determine behavior when responses are based on the intuitive system. By means of both mediation and experimental analyses we further demonstrate that the automatic expression of social value orientations is mediated by perceptions of interpersonal closeness. Conscious deliberation can subsequently override these automatic responses and disconnects dictator game decisions from perceptions of interpersonal closeness. This results in lower levels of other-regarding behavior, at least for prosocials.dictator game; social dilemma; dual processes; social value orientation; interpersonal closeness;

Learning a musical instrument: the influence of interpersonal interaction on outcomes for school-aged pupils

Researchers in recent years have increasingly placed an emphasis on seeking pupils' perceptions of educational settings. Alongside this shift towards attaching value to the pupil viewpoint has been a growing interest concerning how interpersonal relationships, manifested as control or responsiveness between teachers and pupils or parents and pupils, impact on learning processes and outcomes. This study aimed first to elicit pupils' perceptions of their interpersonal interactions with teachers and parents, in the context of learning a musical instrument. The second aim was to explore whether dimensions of interpersonal interaction could account for variability in learning outcomes. Three hundred and thiry-seven violin pupils were surveyed, and measures for the interpersonal dimensions of control and responsiveness, as well as measures for outcomes that were defined as self-esteem, self-efficacy, motivation, enjoyment of music and musical attainment, were collected. A principal component analysis of the control and responsiveness scales was carried out. Multiple regressions revealed that receptiveness to parental support and pupil-teacher accord accounted for significant variability in the learning outcomes. The research reported here adds to a growing body of evidence suggesting that the interpersonal dynamics of pupil-parent and pupil-teacher dyads represent a powerful influence in pupils' experiences of learning musical instruments. © The Author(s) 2011

Relationship Between the Perception of the Role of Father with Interpersonal Competence in Students at Fransiskus Junior High School Semarang

Interpersonal competence supports academic achievement and success in business, so that students are required to have adequate interpersonal competence. Meanwhile, the phenomenon shows the many social problems faced by teenagers, such as delinquency and criminality in adolescents, which showed inadequate interpersonal competence. This study aims to determine the relationship between perceptions of the role of fathers with interpersonal competencies in students. The research hypothesis is that there is a positive relationship between perceptions of the role of fathers with interpersonal competencies in students.The subjects were students of class VII-VIII Fransiskus Junior High School Semarang obtained by cluster random sampling. Data were obtained using the Interpersonal Competence Scale and the Perceptions of Role of Fathers in Student Scale, and then analyzed using simple regression analysis.The result is a positive relationship between perceptions of the role of fathers with interpersonal competencies in students. The more positive perception of the role of the father, the higher the students\u27 interpersonal competence, and vice versa. Perceptions of the role of fathers the influence on interpersonal competencies in students by 39%

Interpersonal perceptions of adverse peer experiences in first-grade students

Aim: The aim of this study was to identify which adverse peer experiences better predict perceived negative peer relationships among elementary school first graders according to sex. The peer experiences examined were peer rejection, peer victimization, and mutual antipathy; the interpersonal perceptions studied were perceived peer victimization, dyadic meta-perception of peer disliking, and loneliness. Methods: The participants were 809 children (Mage = 6.4 years, SD = 0.32; ngirls = 412, 50.9%) enrolled in 35 first-grade classes from 15 schools in 4 Spanish regions: Valencia, n = 276, 34.1%; Balearic Islands, n = 140, 17.3%; Andalusia, n = 199, 24.6%; Castile-Leon, n = 194, 24%. We calculated sex differences in peer experiences and interpersonal perceptions by means of one-way ANOVA for means differences and Fisher’s r-to-z transformation for correlations differences. We used a multilevel regression analysis (nesting variables: class and region) to determine whether the associations between each peer experiences and each perception were unique. Results: Each adverse peer relationship predicted each interpersonal perception differentially. Peer victimization was a good predictor of the three interpersonal perceptions, and the only predictor of perceived peer victimization. Peer rejection predicted loneliness, whereas mutual antipathies predicted dyadic meta-perception of peer disliking, although more so among girls. A significant effect at region level was found but not at class level. Conclusion: Our findings suggest that research should take into account the different levels of the social peer system when analyzing peer experiences within the classroom context. The study contributes to sensitize teachers about the greater responsiveness of 6-year-old girls to adverse peer experiences, and it could be useful for designing interventions that would help children oppose rejection and empower active bystanders to fight against peer mistreatment.Ministerio de Economía y Competitividad de España EDU2012-35930Universitat Jaume I P1-1A2012-0

The Precursors and Products of Justice Climates: Group Leader Antecedents and Employee Attitudinal Consequences

Drawing on the organizational justice, organizational climate, leadership and personality, and social comparison theory literatures, we develop hypotheses about the effects of leader personality on the development of three types of justice climates (e.g., procedural, interpersonal, and informational), and the moderating effects of these climates on individual level justice- attitude relationships. Largely consistent with the theoretically-derived hypotheses, the results showed that leader (a) agreeableness was positively related to procedural, interpersonal and informational justice climates, (b) conscientiousness was positively related to a procedural justice climate, and (c) neuroticism was negatively related to all three types of justice climates. Further, consistent with social comparison theory, multilevel data analyses revealed that the relationship between individual justice perceptions and job attitudes (e.g., job satisfaction, commitment) was moderated by justice climate such that the relationships were stronger when justice climate was high

Leader values as predictors of employee affect and work passion intentions

The purpose of this study was to examine the empirical connection between employee perceptions of their leaders’ values orientation, employee job-specific affect, and the resultant impact these two constructs have on employee work passion intentions. Seven hundred forty-seven respondent surveys were analyzed using structural equation modeling (SEM) to assess the study’s proposed theoretical model. The latent constructs tested included cognition (i.e., perceptions of interpersonal work experience), affect, and intentions. Perceived leader self-concern showed a significant direct correlation with negative job-specific affect as well as a negative relationship with intent to stay. Leader other-orientation showed sizeable, direct, significant correlations with employee positive job-specific affect and resultant work passion intentions such as intent to endorse, intent to perform, intent to stay, intention to use discretionary effort, and intention to be an organizational citizen.Published versio

Every picture tells a story: pupil representations of learning the violin

Abstract: 
 The influence on learning outcomes of interpersonal interaction amongst
 teachers, pupils and parents is the subject of an inquiry that took this researcher on a
 voyage from the qualitative to the quantitative side of the “methodological divide”, and
 back again.
 This paper presents findings from first phase of the research, which included a
 quantitative survey to examine how learning and teaching experience for violin pupils was
 influenced by the interpersonal dynamics of responsiveness and control, within pupilparent
 and pupil-teacher relationships.
 As part of the survey pupils were asked to draw pictures of their violin lessons. It was
 thought that the pictures might reveal pupils’ perceptions of their experience of learning
 an instrument and that the pictures would add depth to the quantitative scales that
 measured interpersonal mechanisms and pupil outcomes.
 The pictures were subjected to content analysis and coded accordingly. These codes
 were matched with pupil artists’ scores for control and responsiveness, as well as with
 their scores for outcomes that included enjoyment of music, personal satisfaction, self
 esteem, self efficacy, friendship, motivation and musical attainment. Analysis of variance
 was computed in order to test the null hypotheses that a) pupil-teacher-parent
 interpersonal behaviour (control and responsiveness) was not represented in their
 pictures and b) pupil outcomes were not reflected in their depictions of violin lessons. This
 paper presents the results of this analysis, thus addressing the question of whether the
 pictures could be accepted as telling a credible and coherent story about pupils’
 perceptions of learning the violin

Perceived self-other differences in persuasibility: the effects of interpersonal and group-based similarity

Two experiments examined the effects of interpersonal and group-based similarity on perceived self-other differences in persuasibility (i.e. on third-person effects, Davison, 1983). Results of Experiment 1 (N=121), based on experimentally-created groups, indicated that third-person perceptions with respect to the impact of televised product ads were accentuated when the comparison was made with interpersonally different others. Contrary to predictions, third-person perceptions were not affected by group-based similarity (i.e. ingroup or outgroup other). Results of Experiment 2 (N = 102), based an an enduring social identity, indicated that both interpersonal and group-based similarity moderated perceptions of the impact on self and other of least-liked product ads. Overall, third-person effects were more pronounced with respect to interpersonally dissimilar others. However, when social identity was salient, information about interpersonal similarity of the target did not affect perceived self-other differences with respect to ingroup targets. Results also highlighted significant differences in third-person perceptions according to the perceiver's affective evaluation of the persuasive message. (C) 1998 John Wiley & Sons, Ltd

Self-determination theory and diminished functioning: the role of interpersonal control and psychological need thwarting

Drawing from self-determination theory (Ryan & Deci, 2002), three studies explored the social-environmental conditions that satisfy versus thwart psychological needs and, in turn, impact psychological functioning and well/ill-being. In cross-sectional Studies 1 and 2, structural equation modeling analyses supported latent factor models in which need satisfaction was predicted by athletes’ perceptions of autonomy support and need thwarting was better predicted by perceived coach control. Athletes’ perceptions of need satisfaction predicted positive outcomes associated with sport participation (vitality and positive affect) whereas perceptions of need thwarting more consistently predicted maladaptive outcomes (disordered eating, burnout, depression, negative affect, and physical symptoms). In addition, athletes’ perceptions of psychological need thwarting were significantly associated with perturbed physiological arousal (elevated levels of secretory immunoglobulin A) prior to training. The final study involved the completion of a diary and supported the relations observed in the cross-sectional studies at a daily level. These findings have important implications for the operationalization and measurement of interpersonal styles and psychological needs