NAGEL VS. NAGEL ON THE NATURE OF PHENOMENAL CONCEPTS

In a footnote to his ‘What is it Like to be a Bat?’, Thomas Nagel sketches a promising account of phenomenal concepts that purports to explain why mind‐body identity statements, even if necessary, will always seem contingent. Christopher Hill and Brian McLaughlin have recently developed this sketch into a more robust theory. In Nagel's more recent work, however, he suggests that the only adequate theory of phenomenal concepts is one that makes the relation between phenomenal and physical states intelligible, or ‘transparent’. Developing such a theory, however, appears to be no easy task. In this paper I argue that the Nagel‐Hill‐McLaughlin proposal is preferable – and that a serious problem with it, noticed by Stephen Yablo, can be avoided by revising the proposal according to some further suggestions made by Nagel himself.     

INTEGRATING GENDER AND ETHNICITY INTO PSYCHOLOGY COURSES

In this introduction to the special issue on teaching about gender and ethnicity in psychology, we consider the assumptions underlying an inclusive curriculum that pays attention to gender and ethnicity and address why such a curriculum has merit. We review empirical studies, assessing whether existing curricula are inclusive, and present an overview of the articles and the recurrent themes. These themes include the complexity of the interaction between ethnicity and gender; the difficulty of deciding which of the many possible ethnic groups to include in course material; the dominance of evaluative comparison in discussions of differences among groups; the interdisciplinary nature of research on ethnicity; and the tendency in psychology to ignore the importance of the power differences that confound analyses of the effect of ethnicity and gender.     

Roles and Role Conflict of Women in Infertile Couples

This study explored the experience of role conflict for women in infertile couples. The infertile group consisted of 29 women who, with their husbands, were beginning an infertility program; comparison group subjects were 29 married women with no history of inability to conceive. Each subject completed self-report instruments measuring role conceptions and expectations, the experience of role conflict, and occupational commitment. Each husband also reported his role expectations for his ideal woman. Also, a semi-structured interview was conducted with each infertile subject. Compared to the control group, the infertile group's role conceptions were more traditional; they reported less role conflict of various kinds, and they showed greater occupational commitment. They did not differ significantly on degree of wife-husband role discrepancy, or on mother's occupational commitment. These findings lead to an understanding of infertility as part of an interactional system for dealing with potentially intolerable sources of role conflict.     

Spiritual and emotional determinants of health

Within our present health care system, there is a growing movement that argues that our perceptions of health and illness are in need of change. This change includes redefining what we mean by health in terms of the whole person—the emotional, social, and spiritual dimensions of our being, as well as the physical. An increasing number of health professionals and social scientists believe our concepts of health and illness must consider all these aspects of life. It is believed that the quality of life may be enhanced by such perceptions of health, which include social and spiritual factors. Using data from the 1985 Akron Area Survey—The Subjective Quality of Life in the Akron Area—this study explores the effects of spiritual well-being and emotional well-being on health satisfaction. Results indicate that emotional and spiritual factors do significantly contribute to the subjective evaluation of health, especially for individuals who are physically limited.An earlier draft of this paper was presented at the joint session of the Association for the Sociology of Religion and the American Sociological Association, August 20, 1986. The author would like to thank Margaret Poloma, Ph.D., The University of Akron, and Mark Tausig, Ph.D., The University of Akron, for their helpful comments.     

Reflections on group psychotherapy with eating-disordered patients

This paper addresses some of the dynamics, resistances, and transference and countertransference considerations in group psychotherapy with eating disordered patients. Several resistances are delineated, including guilt over being helped, the recreation of early problems around control and forced feeding, and withdrawal as a defensive operation. A brief vignette is presented which highlights the demand on the part of the therapist as well as the patient to contain and manage feelings rather than acting on them. Lastly, the author argues that group participation helps the patient to identify, articulate, and accept feelings and to promote assertiveness.This paper is based on a presentation given at the Training Institute for Mental Health on May 11, 1991.     

The Counseling Process as Defined by Relationship Types: A Test of Helms's Interactional Model

Helms (1984) presented a model to explain the influence of Black and White racial identity development on counseling interactions. The purpose of this study was to examine her hypothesis that specific combinations of racial identity attitudes contribute to qualitatively different counseling process and outcome or relationship types.     

Behavioral correlates of developmental expressive language disorder

The association of behavior problems with preschool language disorders has been documented extensively. However, researchers have typically failed to differentiate subgroups of language-impaired children, to use observational data in documenting the behavior disorders, or to study children at the youngest ages. Using a multimodal assessment, this study examined parent-child interaction and behavior problems in a clearly defined subgroup of language-impaired children, those with developmental expressive language disorder (ELD). These children exhibit a delay in expressive language compared with receptive language and nonverbal cognitive skills. Subjects were identified and studied at the youngest age at which the disorder can be assessed. A group of ELD children, averaging 27 months of age, was contrasted with a group of normally developing children, matched for age, sex, and receptive language ability. Groups were compared on observed parent-child interactions as well as maternal responses on the Parenting Stress Index, the Eyberg Child Behavior Inventory, and a behavior-related structured interview. ELD children, when compared with normally developing children, exhibited higher levels of negative behavior and were perceived as different by their parents.Portions of these data were presented at the biennial meeting of the Society for Research in Child Development, Baltimore, April 1987, and at the annual meeting of the Society for Pediatrie Research, Anaheim, California, April 1987. This work has been supported by NIMH grant no. 1 R03 MH41603 to author Fischel, and by NICHD grant no. 1 ROI HD19245 to authors Whitehurst and Fischel. It has also been supported by grants of equipment from Commodore Business Machines, Inc., Koala Corporation, and NEC Telephones. We thank the Department of Pediatrics at the Nassau County Medical Center for the use of their facilities.