Perceivers' impressions of self -presentation tactics: The effects of age and gender

Eighty-four young and 84 older men and women participants, read scenarios in which a male or female target uses either a self-enhancement or a self-deprecation tactic to present him/herself in front of either a close friend or a new acquaintance. Then participants i.e., perceivers) rated their impressions of the self-enhancing or self-deprecating target on six scales: likable, self-knowledgeable, honest, depressed, happy, and anxious. Overall, both young and old perceivers gave more favorable ratings to self-enhancing targets than to self-deprecating targets. Both young and old perceivers' impressions did not differ for a target who presented him/herself in front of a friend or in front of an acquaintance. Also, perceivers completed Singelis' (1994) Self-Construal Measurement, which measures both interdependent and independent self-construals. As predicted, older perceivers had a higher level of interdependent self-construal than did young perceivers. Unexpectedly, female perceivers had a higher level of independent self-construal than did male perceivers. Neither the age-related nor gender-related differences in self-construals were associated with any age-related or gender-related differences in perceivers' impressions of the self-enhancing and self-deprecating targets. That is, the moderator effects of self-construals on the relationships between self-presentation tactic conditions and ratings of targets were not-significant. ^

The therapeutic effects of Millon Clinical Multiaxial Inventory -III assessment feedback

A study was conducted to test the therapeutic effects of assessment feedback on rapport-building and self-enhancement variables (self-verification, self-discovery, self-esteem), as well as symptomatology. Assessment feedback was provided in the form of interpretive information based on the results of the Millon Clinical Multiaxial Inventory-III (MCMI-III). Participants (N = 89) were randomly assigned to three groups: a Feedback group, a Reflective-Counseling group, and a No-Feedback group. The Feedback group was provided with assessment feedback, the Reflective-Counseling group was asked to comment on the meaning of the taking the MCMI-III, the No-Feedback group received general information about the MCMI-III. Results revealed that assessment feedback, when provided in the form of interpretive interpretation positively affects rapport-building and self-enhancement variables (self-verification and self-discovery). No significant results were found in terms of self-esteem or symptom decrease as a function of feedback. However, a significant decrease in symptoms across groups was found. Results indicate that assessment feedback in the form of interpretive information can be used as a starting point in therapy. Implications of the findings are discussed with respect to theory and clinical practice. ^

The therapeutic effects of Millon Clinical Multiaxial Inventory-III assessment feedback

A study was conducted to test the therapeutic effects of assessment feedback on rapport-building and self-enhancement variables (self-verification, self-discovery, self-esteem), as well as symptomatology. Assessment feedback was provided in the form of interpretive information based on the results of the Millon Clinical Multiaxial Inventory- III (MCMI-III). Participants (N = 89) were randomly assigned to three groups: a Feedback group, a Reflective-Counseling group, and a No-Feedback group. The Feedback group was provided with assessment feedback, the Reflective-Counseling group was asked to comment on the meaning of the taking the MCMI-III, the No- Feedback group received general information about the MCMI-III. Results revealed that assessment feedback, when provided in the form of interpretive interpretation positively affects rapport-building and self-enhancement variables (self-verification and self-discovery). No significant results were found in terms of self-esteem or symptom decrease as a function of feedback. However, a significant decrease in symptoms across groups was found. Results indicate that assessment feedback in the form of interpretive information can be used as a starting point in therapy. Implications of the findings are discussed with respect to theory and clinical practice.

The exploration enhancement workshop: An exploration-based approach to facilitating identity formation in young adults

This dissertation reports an investigation of the utility of two intervention programs to facilitate identity formation by way of exploration, one designed from an explicitly self-construction point of view and the other designed from an explicitly self-discovery point of view. The self-construction program was implemented using cognitive skills and orientations derived from Berzonsky (1989), Grotevant (1987), and Kurtines (1999). The self-discovery program was implemented using affective insight development strategies derived from Csikszentmihalyi (1990), Maslow (1968), and Waterman (1990). Three sets of measures were used: (a) cognitive identity measures, (b) affective identity measures, and (c) overall identity measures. Ninety undergraduates from Florida International University completed the intervention. Participants were assigned to one of three intervention conditions (Cognitive, Affective, and Control) and were pretested and posttested on cognitive, affective, and overall identity measures. Intervention strategies were introduced and discussed in the context of specific goals and choices that participants brought to group. Intervention results were then analyzed in terms of the effectiveness of the intervention conditions in promoting their respective developmental domains. The intervention was effective in promoting identity development in comparison to the control condition, with the cognitive condition facilitating cognitive competence and the affective condition facilitating affective insight. Results are discussed in the context of the constructivist and discovery perspectives, as well as in light of the broadened view of exploration offered in this paper. ^