Disrupted Perception and Psychological Safety: Recognising Early Signs

In high-performing workplaces, psychological safety is foundational to ethical conduct, innovation, and retention (Edmondson, 1999). Psychological safety is the shared belief that the environment is safe for interpersonal risk-taking (Edmondson, 1999). Many organisations fail to recognise how perceptual disturbances in individuals can quietly erode this safety over time. When unacknowledged, such distortions can escalate into miscommunication, burnout, conflict, or even formal complaints and legal issues. This article outlines the clinical and behavioural science behind perceptual disturbances, how they emerge in professional settings, and what General Practitioners, Human Resource professionals, and Managers can do to respond effectively.

What Are Perceptual Disturbances?

Perceptual disturbances refer to disruptions in how people interpret reality, especially within interpersonal or high-stakes contexts. These are not necessarily indicators of diagnosable mental illness however can still reflect underlying dysregulation or trauma responses. Common workplace manifestations include:

• Misattribution of intent: Believing others are deliberately undermining or disrespecting them (Combs & Slaby, 1977).
• Grandiosity: Inflated self-importance or entitlement, often masking insecurity or vulnerability (Miller et al., 2010).
• Projection: Ascribing one’s own unacceptable thoughts or emotions onto others (Vaillant, 1992).
• Suspiciousness: Excessive wariness or conspiracy-thinking without evidence, sometimes linked to chronic stress or unresolved trauma (Freeman et al., 2005).
• Cognitive rigidity: Difficulty accommodating alternative viewpoints; associated with poor conflict resolution and low metacognition (Dimaggio et al., 2008).

Although not pathological in themselves, these patterns are red flags when persistent, especially in positions of power or influence.

Why It Matters for Psychological Safety

Perceptual disturbances directly challenge group functioning. Research shows that perceived threat, even if misjudged, can activate social defences and inhibit open dialogue (Kahn, 1990). Over time, this can destabilise team cohesion and ethical judgment. Specifically, such distortions can:

• Undermine trust and transparency (Schein, 2010)
• Exacerbate burnout through misinterpretation of feedback (Maslach & Leiter, 2016)
• Encourage siloing and triangulation (Heifetz & Linsky, 2002)
• Lead to reputational or legal risk when distorted narratives escalate unchecked (Restubog et al., 2011)

When such dynamics go unchallenged, especially in environments with poor supervision or unclear behavioural boundaries, they may become embedded in workplace culture.

Indicators Worth Investigating

From a multidisciplinary perspective, it’s not only what’s said that matters, but also how frequently and inflexibly it's said. Some behavioural warning signs include:

• Repeated interpersonal grievances with shifting targets
• Claims of being marginalised without substantiating patterns
• Emotional responses disproportionate to organisational stimuli
• Hyperfocus on power, titles, or personal vindication
• "All-or-nothing" thinking or catastrophising in conflict situations

While such behaviours may arise in anyone during periods of stress a persistent pattern particularly when resistant to feedback should prompt curiosity not just concern.

The Role of GPs, HR, and Organisational Leaders

Perceptual disturbances exist at the intersection of mental health, workplace dynamics, and social cognition. GPs are often the first to notice psychological distress in working patients. HR professionals and managers, on the other hand, may witness the behavioural fallout without a clear framework for interpreting it. Building shared capacity to respond early is critical.

Evidence-informed strategies include:

• Psychological literacy training (Okan et al., 2022): Educate staff and leaders to detect early signs of cognitive distortions and emotional dysregulation.
• Reflective supervision and coaching (Hawkins & Shohet, 2012): Regular facilitated reflection to improve metacognitive skills and disrupt harmful narratives.
• Structured feedback frameworks (London & Smither, 2002): Enable safe challenge and reality-testing within teams.
• Culture and conflict audits (Lips-Wiersma & Morris, 2009): Identify systemic enablers of perceptual distortion, such as role ambiguity or toxic loyalty dynamics.
• Clinician-informed mediation: Where patterns escalate, bringing in a behavioural health specialist can support containment and resolution without pathologising.

From Awareness to Action

In response to these emerging challenges, 11th hour clinic is launching a cross-sectoral training program for GPs, HR professionals, and organisational leaders. Drawing on clinical psychology, systems theory, and organisational behaviour, the program will equip participants to:

• Identify and safely disrupt perceptual distortions in teams
• Distinguish between situational distress and chronic dysfunction
• Build psychologically safe structures that promote accountability
• Know when and how to escalate concerns without escalating conflict

By bridging clinical insight with organisational application, this training supports ethical leadership, staff wellbeing, and high-functioning teams.

To express interest or request a tailored program for your organisation contact us.

References

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.

Freeman, D., Garety, P. A., et al. (2005). The psychology of persecutory ideation. British Journal of Clinical Psychology, 44(1), 1–14.

Miller, J. D., et al. (2010). Narcissism and the use of projective tests. Journal of Personality, 78(2), 393–418.

Dimaggio, G., et al. (2008). Metacognition and mentalizing in the psychotherapy of personality disorders. Journal of Clinical Psychology, 64(1), 1–12.

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience. World Psychiatry, 15(2), 103–111.

Hawkins, P., & Shohet, R. (2012). Supervision in the helping professions. Open University Press.

Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement. Academy of Management Journal, 33(4), 692–724.

London, M., & Smither, J. W. (2002). Feedback orientation, feedback culture, and the longitudinal performance management process. Human Resource Management Review, 12(1), 81–100.

Lips-Wiersma, M., & Morris, L. (2009). Discriminating between ‘meaningful work’ and ‘meaningless jobs’. Journal of Business Ethics, 88(3), 491–511.

Okan, Y., et al. (2022). Advancing psychological literacy: A critical review. Journal of Psychology in Education, 37(1), 1–20.