The Pygmalion Effect | When our expectations shape reality

As a therapist, going beyond the client’s words means perceiving the nuances of their behavior and emotions, often influenced by unconscious processes. Cognitive biases play a key role here: they are unconscious filters that influence our perception of reality, both in the patient-client and in the therapist.

A particularly interesting bias is the Pygmalion effect, named after the sculptor in Greek mythology who brought his perfect statue to life through the power of expectation and love. This bias is based on a simple but powerful idea: the positive expectations of others can boost a person’s confidence, motivation and performance.

A virtuous circle of positive expectations

Imagine a parent who believes deeply in their child’s potential. The child, encouraged by this belief, works hard to live up to these expectations, creating a virtuous circle. By showing someone that you believe in them, you can help them overcome their own limitations.

In a therapeutic approach, this logic applies in a similar way. If a therapist expresses confidence in the patient-client’s ability to heal, the latter can feel supported and valued, and thus redouble his or her efforts to progress. This dynamic can be a powerful driving force in holistic care, where the motivation and commitment of the patient-client play an essential role in the results obtained.

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Rosenthal and Fode (1963) conducted an experiment in which students were asked to assess the ability of rats to traverse a maze. The researchers manipulated the students’ expectations by telling them: One group had supposedly “intelligent” rats (genetically adept at mazes). Another group had supposedly “low-performing” (less gifted) rats. In reality, all the rats were identical. The results showed that the rats considered “intelligent” performed better on the tasks, and the supposedly “low-performing” rats performed poorly.

In conclusion, it was not the ability of the rats that influenced their performance, but the expectations of the students. The students unconsciously treated the “intelligent” rats with more care, patience and motivation, which improved their performance.

Rosenthal’s study laid the foundations for research into the Pygmalion effect. He extended this idea to human interactions, particularly in education and the workplace. In their 1968 study, Rosenthal and Jacobson observed this effect in the classroom. Students for whom teachers had high expectations (based on manipulated IQ tests) performed better, as teachers unconsciously modified their behavior towards them.

The Pygmalion effect for a virtuous circle of well-being

A positive, confident posture on your part can trigger the patient-client’s sense of security and motivation to explore his or her own resources to get better.

The benefits are many:

1. Performance enhancement: When patient-clients feel supported and valued, they are more inclined to become actively involved in their therapy.
2. Increased confidence: A positive attitude on the part of the therapist can boost the patient-client’s self-esteem and encourage them to believe in their own abilities.
3. Creating a positive environment: This virtuous circle between expectations and results improves the quality of the therapeutic relationship, which is essential for successful care.
4. Multiplier effect: Small successes encouraged by benevolent expectations can turn into big advances over the long term.

The limits and risks of the Pygmalion effect

However, it is important to bear in mind that this can have harmful effects:

1. Stress and pressure: If the therapist’s expectations are too high or unrealistic, the patient-client may feel excessive pressure, leading to stress or loss of motivation in the event of failure.
2. Golem effect: Conversely, low or negative expectations can hinder progress. A skeptical or distant therapist is likely to send discouraging signals to the patient-client, reducing the chances of success.
3. Unfair attribution of results: Aware of this bias, we may think we’re seeing positive results in our patient-client without actually changing his or her behavior. Our own beliefs may lead us to believe that there is an evolution when there really isn’t one.

Practical tips for using the Pygmalion effect in therapy

To exploit this effect ethically and effectively:

• Be aware of your biases: Take the time to think about your expectations and the impact they may have on your patient-client.
• Value effort rather than results: Encourage progress, however small, to avoid setting unattainable targets.
• Stay balanced: Set high but achievable expectations to avoid putting unnecessary pressure.
• Adopt clear, positive communication: highlight your patient-client’s strengths and skills, and support them in their challenges.
• Apply a personalized approach: Each individual is unique, and your expectations should reflect his or her own needs, pace and abilities.

Conclusion: a powerful tool for therapeutic well-being

The Pygmalion effect, used with an ethical conscience, can be a real lever for progress. By believing in your patient-clients’ potential and showing them this confidence, you not only offer them support, but also encourage their commitment and motivation. However, this powerful tool requires a subtle balance to avoid negative effects such as stress.

Ultimately, the Pygmalion effect is not simply a matter of perception, it’s an act of accompaniment.

To remember:

• This cognitive bias is part of self-fulfilling prophecy: the belief that an event will come true forces us to behave in a way that confirms our predictions.
• The Pygmalion effect describes how the positive expectations of an environment or an external person reinforce our own confidence and motivation, thus improving our performance.
• The simple fact of believing in someone’s success improves their chances of success.

Sources :

• Rosenthal, R., & Fode, K. L. (1963). The effect of experimenter bias on the performance of the albino rat. Behavioral Science, 8(3), 183-189. https://doi.org/10.1002/bs.3830080302
• Rosenthal, R., & Jacobson, L. F. (1968). Teacher expectations for the disadvantaged. Scientific American, 218(4), 3-9.