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"Conscience, Examination of."
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Reboot : leadership and the art of growing up
\"One of the startup world's most in-demand coaches--Wired magazine calls him the 'CEO Whisperer'--reveals why radical self-inquiry is critical to professional success and healthy relationships in all realms of life\"-- Provided by publisher.
Book
The effects of ideology and cognitive reflection on evidence gathering behavior in the political domain
This paper explores individual-level standards of evidence in the political domain. In particular, we examine why people rely on different types of evidence in their evaluations of causal claims. Our empirical analysis is based on original survey data collected in August 2023. We conducted a demographically diverse online survey in the U.S in which we asked respondents to evaluate the effectiveness of a new policy initiative (cash bail reform). The survey offered subjects different pieces of information to evaluate the effectiveness of the intervention. Among other things, people could view: (a) The number of instances in which cities have/ have NOT been exposed to the policy intervention as well as observed societal outcomes for each case group; (b) Evaluations provided by in-group and out-group sources. Our empirical analysis reveals three major findings. First, standards of evidence vary systematically across individuals. In particular, respondents differ across two main dimensions: 1) the type of first-order/ statistical evidence they collect on a given question and 2) the type of expert testimony that they consult when assessing social cause-and-effect relationships. Second, both conservative ideology and people's overall propensity to engage in cognitive reflection explain at least some of this variation. In particular, more liberal respondents as well as subjects with higher scores on the cognitive reflection scale exhibit a pronounced tendency to collect comprehensive statistical evidence rather than other forms of information. Third, people who score highly in cognitive refection are also more likely to refer to a broader range of external sources than their counterparts with lower reflection scores.
Journal Article
Factor structure of the parental reflective functioning questionnaire and association with maternal postpartum depression and comorbid symptoms of psychopathology
Parental reflective functioning (PRF) refers to the parent’s capacity to envision mental states in the infant and in themselves as a parent, and to link such underlying mental process with behavior, which is important for parenting sensitivity and child socio-emotional development. Current findings have linked maternal postpartum depression to impaired reflective skills, imposing a risk on the developing mother–infant relationship, but findings are mixed, and studies have generally used extensive methods for investigating PRF. The present study examined the factor structure and measurement invariance of the Danish version of the 18-item self-report Parental Reflective Functioning Questionnaire (PRFQ) in a sample of mothers with and without diagnosed postpartum depression. Moreover, the association between PRF and maternal postpartum depression in mothers with and without comorbid symptoms of personality disorder and/or clinical levels of psychological distress was investigated. Participants included 423 mothers of infants aged 1–11 months. Confirmatory factor analysis supported a three-factor structure of the PRFQ; however, item loadings suggested that a 15-item version was a more accurate measure of PRF in mothers of infants. Multi-group factor analysis of the 15-item PRFQ infant version indicated measurement invariance among mothers with and without diagnosed postpartum depression. Multinomial logistic regression showed that impaired PRF was associated with maternal psychopathology, although only for mothers with postpartum depression combined with other symptoms of psychopathology. These results provide new evidence for the assessment of maternal self-reported reflective skills as measured by a modified infant version of the PRFQ, as well as a more nuanced understanding of how variance in symptomatology is associated with impaired PRF in mothers in the postpartum period in differing ways.
Journal Article
Creating a culture, not just a space—A qualitative investigation into reflective practice groups in inpatient mental health settings from the perspectives of facilitators and attendees
Working in inpatient mental health settings is often characterised by highly emotive work and staff shortages. Despite the suggested benefits of reflective practice groups on staff well-being and clinical practice across healthcare settings, to date, there have been limited empirical studies on reflective practice groups in inpatient mental health settings, especially on group engagement and improvement.
We interviewed fifteen participants, including both facilitators and attendees of reflective practice groups. Participants were from eight inpatient mental health wards across two National Health Service settings in the UK. We analysed interview transcripts using thematic analysis.
We deductively organised the data into themes and subthemes under three overarching domains-\"Impact\", \"Factors on Engagement\", and \"Improvement\". Theme development was generated inductively from the data. For impacts, we found reflective practice groups may bolster staff reflective capacity and team cohesion. The groups may help attendees create appropriate distance from their emotions and overcome power hierarchies. We discovered that the availability of reflective practice, sense of containment in groups, and team composition may influence group facilitation and engagement. For improvements, different measures could be adopted to improve access and engagement of staff with difficulties attending. Facilitators may benefit from more support to establish a reflective culture and experiment with new ways of facilitating.
Our findings add to the growing evidence base of the potential value of reflective practice groups in inpatient settings and elaborate on novel mechanisms of their potential impact. This study highlights changeable factors for engagement, concrete recommendations for improvements, and opportunities for further research.
Journal Article
Effects of mentoring on self-reflection and competence in Final year medical students’ internal medicine rotation
Final year medical students (FYMS) in Germany transfer theoretical knowledge to clinical practice. However, there is a deficiency in structured guidance and feedback and self-reflective practices are often neglected. This study aims to investigate the impact of three mentoring strategies on cultivating self-reflection and introspection in FYMS and to assess competence during routine activities.
Final year medical students (n = 46) completing a mandatory internal medicine rotation at Heidelberg University Hospital were randomized to either passive mentoring or active mentoring (split into structured and unstructured sessions). Across an 8-week rotation, we assessed the influence of mentoring styles on self-reflection and introspection (SRIS) at the beginning and at the end of the rotation. Changes in SRIS were compared by Mann Whitney U tests. Translated, adapted and newly generated questionnaires were analysed calculating cronbach's alpha and optimized using an item-drop analysis.
Key findings include: a general reluctance to initiate mentor-mentee relationships (1 out of 15 in the passive group sought meetings, p < 0.0001), a propensity for FYMS to undervalue their competence compared to external evaluations (3.6 vs. 4.5 p < 0.0001), a tendency for female FYMS to have higher perceived competence (PCS) than males, with means of 3.8 vs. 3.3 (p = 0.0021), and a measurable improvement in introspection (SRIS-IN) across all participants by the program's end, regardless of the mentoring style received (median change on scale: 0.25, p = 0.0016). However, the mentoring intervention itself revealed no significant impact on self-reflection.
Active mentoring had little to no effect on self-reflection and insight of final year medical students in Germany in the setting of an 8-week rotation. Interventional learning studies were well accepted, and participation rate was high. However, form completion rates were low. Future studies should focus on increasing form completion rates through additional incentives.
Journal Article
Coaching as a growth- or security-oriented process–How regulatory fit increases coaching success
Regulatory focus theory suggests that promoters are more concerned with growth and preventers are more concerned with security. Since coaching is a growth-oriented process, it seems to be more suitable for clients high on promotion than for clients high on prevention. Applying regulatory fit theory, the present research investigates how preventers can also benefit from coaching. First, a study looking at real coaching processes ( N 1 = 103) found that a higher promotion than prevention focus was indeed related to more coaching success, i.e., satisfaction and approach motivation. Next, testing the hypothesis that fit effects should also be present in coaching, a study using a vignette approach ( N 2 = 99) shows that participants experiencing a fit between their focus and a promotion versus a prevention coaching indicate a better coaching evaluation than participants experiencing no fit. In three studies ( N 3a = 120, N 3b = 85, N 3c = 189), we used an experimental approach and manipulated the regulatory focus of coaching interventions. We found promotion as well as prevention fit effects showing that participants experiencing a fit indicate more coaching success than participants experiencing no fit. Two studies ( N 4a = 41, N 4b = 87) further tested interpersonal fit, i.e., the fit between the coach’s and client’s regulatory focus. We found promotion as well as prevention fit effects on participants’ satisfaction with and trust in a coach (Study 4a) and promotion fit effects on participants’ goal attainment and coaching progress (4b). The findings suggest that by adapting coaching to the client’s focus, coaching success can be increased not only for promoters but also for preventers. Thus, we found that regulatory fit effects, albeit small to medium, are also present in coaching. Multiple studies assessing multiple variables relevant to coaching showed that the findings differ regarding the interventions used and the variables that we looked at. The practical implications of these findings are discussed.
Journal Article
The self-reflection and insight scale: applying item response theory to craft an efficient short form
The human ability for self-consciousness—the capacity to reflect on oneself and to think about one’s thoughts, experiences, and actions—is central to understanding personality and motivation. The present research examined the psychometric properties of the Self-reflection and Insight Scale (SRIS), a prominent self-report scale for measuring individual differences in private self-consciousness. Using tools from Rasch and item response theory models, the SRIS was evaluated using responses from a large sample of young adults (n = 1192). The SRIS had many strengths, including essentially zero gender-based differential item functioning (DIF), but a cluster of poor performing items was identified based on item misfit, high local dependence, and low item difficulty and discrimination. Based on the IRT analyses, a concise 12-item scale, evenly balanced between self-reflection and insight, was crafted. The short SRIS showed strong dimensionality, reliability, item fit, and local independence as well as essentially no gender DIF. Taken together, the many psychometric strengths of the SRIS support its popularity, and the short form will be useful for research and applied contexts where an efficient, concise version is needed.
Journal Article