Two longitudinal studies considered the role of social identity factors in predicting well-being after students' transition to university. The transition (assessed before starting university and after 2 months at university) had a detrimental effect on well-being, but identification as a university student improved well-being. Both studies showed that the social context in which the change occurred either facilitated or hindered university identification. Specifically, perceived compatibility between old and new identities and having multiple group memberships (which were each influenced by social class background, Study 2) both increased likelihood of identification with the new group. These predictive relationships remained statistically reliable when controlling for other factors relevant to the transition. The results suggest that life transitions are difficult partly because they entail changes in group membership. Both studies also demonstrate that identification with a new group can help buffer individuals from the negative well-being consequences of change.

Two studies considered when the individual mobility strategy of attending university has psychological costs in terms of poor adjustment to university life. Study 1, (N ¼ 74) examined both economic considerations affecting university choice and identity-related factors among open day attendees. Expected identification as a university student and preparedness for university life was affected by economic factors (economic benefit of university attendance and status of the considered universities) but also negatively related to perceived incompatibility with one's social background. These findings were replicated in a longitudinal study in which students' perceptions were assessed before entering university (T1), after being at university for two months (T2) and again after being at university for 8 months (T3; N ¼ 109). Social class (T1) predicted perceived incompatibility but not economic factors. In addition, economic factors and incompatibility predicted group identification (T2) but only perceived incompatibility predicted longer-term identification (T3). Belief that university education serves as a successful individual mobility strategy (T3) was indirectly negatively affected by initial incompatibility (T1), but positively with perceiving economic benefits of a university degree (T1). Implications for the (economic) benefits versus (identity) costs of individual mobility strategies are discussed.

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Background: Therapist competence has consistently been associated with therapy outcomes, although the nature of this relationship varies considerably across studies. Method: In a naturalistic process-outcome study, 69 clients presenting with depression were treated by 1 of 18 cognitive-behavioral therapists in a ‘real world’ outpatient clinic. Using triangulated measures of therapists’ competence, we hypothesized that greater therapist competence would be associated with improved cognitive-behavioral therapy (CBT) outcomes for clients diagnosed with depression. We hypothesized that the variation in the research to date on therapist competence and CBT for depression outcomes may be due to the moderating effects of complexity of client presentation, in terms of comorbidity. Results: We replicated the previous finding that comorbidity compromises CBT for depression outcomes, but found that greater therapist competence was associated with improved outcomes, regardless of clients’ comorbidity. Conclusions: Therapist competence is associated with improved therapy outcomes, and therapists who are more competent have better patient outcomes regardless of the degree of patient comorbidity.

Hand hygiene practice in hospitals is unfortunately still widely insufficient, even though it is known that transmitting pathogens via hands is the leading cause of healthcare-associated infections. Previous research has shown that improving knowledge, providing feedback on past behaviour and targeting social norms are promising approaches to improve hand hygiene practices. The present field experiment was designed to direct people on when to perform hand hygiene and prevent forgetfulness. This intervention is the first to examine the effect of inducing injunctive social norms via an emoticon-based feedback system on hand hygiene behaviour. Electronic monitoring and feedback devices were installed in hospital patient rooms on top of hand-rub dispensers, next to the doorway, for a period of 17 weeks. In the emoticon condition, screens at the devices activated whenever a person entered or exited the room. Before using the alcohol-based hand-rub dispenser, a frowny face was displayed, indicating that hand hygiene should be performed. If the dispenser was subsequently used, this picture changed to a smiley face to positively reinforce the correct behaviour. Hand hygiene behaviour in the emoticon rooms significantly outperformed the behaviour in three other tested conditions. The strong effect in this field experiment indicates that activating injunctive norms may be a promising approach to improve hand hygiene behaviour. Theoretical and practical implications of these findings are discussed.