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Chapter 1 Motivation and leadership in infection prevention and control
Published in Paul Elliott, Julie Storr, Annette Jeanes, Barry Professor Cookson, Benedetta Professor Allegranzi, Marilyn ADJ Professor Cruickshank, Infection Prevention and Control, 2017
Perceptions are also important and affect motivation, development and opportunities. The concept of the self-fulfilling prophesy or Pygmalion effect14 is that if opportunities are given and people are treated appropriately, they have the potential to achieve a lot, but that subconscious cues and expectations influence the overall performance obtained. Therefore, an optimistic and positive approach to change in the right circumstances may have a positive motivational effect. There is also a danger that focusing energy on non-compliant, poorly performing staff may demotivate the compliant staff, who may feel overlooked in the presence of the prevalent negative expectation; this may be the case in many areas of infection control practice, including waste disposal, isolation practices, screening, sampling and cleaning.
Social processes
Published in Dominic Upton, Introducing Psychology for Nurses and Healthcare Professionals, 2013
Rosenthal and Jacobson (1968) demonstrated the damaging nature of stereotypes in their classic experiment regarding the self-fulfilling prophecy. The researchers went into a school where they maintained they were there concerning the evaluation of a newly designed IQ test on the students. However, unknown to the teachers, they randomly labelled the students ‘clever’ or ‘ordinary’ and made sure the teachers accidentally overheard the names of the students who had done well. On returning at the end of the academic year, the researchers discovered that students labelled ‘clever’ had made greater gains than the students labelled ‘ordinary’. Observations indicated that students labelled as clever received more attention, encouragement and positive praise from the teacher than the ‘ordinary’ students. The result became known as the ‘Pygmalion effect’. This research highlights the significant implications of stereotyping and the self-fulfilling prophecy on patients and the care that they receive from nurses within the healthcare setting.
Learning and teaching
Published in Jenny Gavriel, The Self-Directed Learner in Medical Education, 2005
Differentiation is a word that strikes fear into the heart of many teachers mostly because it involves providing personalised learning experiences for up to 30 pupils in a classroom. Fortunately, in medical education, this is a rarer situation, more often it is a one to one or small group context where differentiation or personalisation of the learning is more realistic. It is undeniably important to make adjustments to learners’ ability level and also to the level they are expected to achieve. Essentially, this comes back to goal setting and making them realistic but challenging; too difficult or too easy and the learner may become demoralised. However, there is a note of caution (isn’t there always?) when you are setting your expectations of your learners. Known as the Pygmalion effect and the Golem effect, our expectations can impact upon the learner’s actual achievement. The Pygmalion effect is the increase in achievement by the learner (or employee) when the educator (or manager) has high expectations - a potentially powerful tool. The Golem effect is the opposite, and this is where we need to be careful; if we set our expectations too low we may actually cause our learner to achieve lower than their potential. There is a significant amount of literature about these effects, but it is a tricky area in which to carry out research, simply because the ethics involved in deliberately trying to negatively affect an individual’s achievements are rather grey to say the least.
Coach Expectations and Athlete Lay Beliefs: Interactions When Predicting Adolescent Athletes’ Enjoyment and Intentions to Return
Published in Journal of Applied Sport Psychology, 2020
M. Blair Evans, Matthew Vierimaa, Ross Budziszewski, Scott Graupensperger
Research focusing on individualized coach expectations hearkens back to Pygmalion effects (Rosenthal & Jacobson, 1968) by focusing on how coach expectations lead to self-fulfilling behaviors. For example, Rejeski, Darracott, and Hutslar (1979) used coach observations and demonstrated how coaches directed less reinforcement and technical instruction toward athletes who they rated as low ability. Building from this foundation, Horn, Lox, and Labrador (2015) detailed a four-stage self-fulfilling process beginning with coach expectations, which in turn produce a sequence including (a) coach behaviors that convey these expectations (e.g., increased feedback or resources to athletes with higher expectations), (b) athletes interpreting expectations from others in their environment, and (c) athletes behave in ways that align with expectations. Although this process is often elicited by overt behavior (e.g., feedback), coaches also convey expectations in covert ways, such as those described in research involving relation-inferred self-efficacy (e.g., Saville et al., 2014). Despite research demonstrating self-fulfilling processes, research within physical education revealed that links between teacher expectations for a student’s swimming ability and the student’s outcomes were not because of self-fulfilling behaviors but, rather, because the teacher’s initial evaluations were accurate reflections of swimming standardized testing scores (Trouilloud, Sarrazin, Martinek, & Guillet, 2002).
Efficacy of antidepressants: bias in randomized clinical trials and related issues
Published in Expert Review of Clinical Pharmacology, 2018
Sheng-Min Wang, Changsu Han, Soo-Jung Lee, Tae-Youn Jun, Ashwin A. Patkar, Prakash S. Masand, Chi-Un Pae
Hawthorne effect may be an important factor affecting the generalizability of DBRPCT to clinical practice. Clinical trials have a more strict follow-up guidelines than the routine practice. A study showed that more intensive follow-up of individuals in a placebo-controlled clinical trial resulted in a better outcome than minimal follow-up. Thus, the assessment protocols may result in a greater Hawthorne Effect [55]. In addition, researchers, by knowing treatment group that the patient was allocated to, may expect antidepressant group to perform better or improve more. This can lead to Pygmalion effect, or Rosenthal effect, which is the phenomenon whereby higher expectations of the therapist lead to better improvement in depression symptoms [56]. In addition, researcher may also rate HAM-D score of patients in the antidepressant group more positively. This sort of halo effect may also inflate efficacy of an antidepressant [57]. In contrast, the researcher may expect patients in the placebo group to have a poorer performance or less improvement in their depression symptoms which is called the Golem effect [58].
Conversational Hypnosis: Conceptual and Technical Differences Relative to Traditional Hypnosis
Published in American Journal of Clinical Hypnosis, 2018
In contrast, the use of indirect suggestion in hypnotherapy is both intentional and presumably within the range of conscious ability. This difference distinguishes Ericksonian uses of indirect suggestion from other classes of expectancy effects, such as the well-documented Pygmalion hypothesis (Rosenthal & Jacobson, 1968). In other words, with Pygmalion effects there is no conscious intent to influence. But researchers have discovered that “when we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur” (Rosenthal & Babad, 1985, p. 36). During CH this interpersonal dynamic is taken into consideration.