Correlations among measures of executive function and positive psychological attributes in college students

Executive functions are cognitive abilities that allow for more goal-oriented and autonomous behavior. The authors examined the relationship between self-rated executive functions and 3 positive personality attributes (satisfaction with life, gratitude, and forgiveness) in a nonclinical community sample. The authors used self-report scales (Executive Function Index, Heartland Forgiveness Scale "other" subscale, Satisfaction With Life Scale, and the Gratitude Questionnaire) to examine how executive functions related to the positive psychology attributes. After controlling for age, sex, and formal education, positive relationships emerged among gratitude, satisfaction, and executive function scales of motivational drive, empathy, and strategic planning. However, an inverse relationship emerged between impulse control and forgiveness, perhaps relating to cautiousness and suggesting finer distinctions between adaptive and maladaptive forms of forgiveness. These findings suggest common psychological and neurobiological substrates for executive functions and positive psychology attributes, warranting further, more direct biobehavioral research.     

The role of childhood sexual seduction in the development of an erotic transference: Perversion in the psychoanalytic situation

Abstract

Based on Ferenczi's Confusion of Tongues theory of trauma we proposed the following hypothesis: “An erotic transference is an enactment in the here-and-now of the psychoanalytic situation of a childhood seduction of sexual trauma”. We delineate the relational approach to the analysis of the incest trauma, both theoretically and clinically. The concept of enactment helps us understand the emergence of the incest trauma in the psychoanalytic situation as an indication of an earlier childhood experience. Three clinical examples are discussed which illustrate ways of using the hypothesis within the analytic process. The clinical examples demonstrate the value of enactments that are contained in the unconscious communication that the erotic transference represents.

Rachman AWM et al. Die Rolle sexueller Verführung in der Kindheit bei der Entwicklung einer erotischen Übertragungsperversion in der psychoanalytischen Situation

Basierend auf Ferenczi′s Konfusion der Zungen Trauma Theorie schlugen wir die folgende Hypothese vor: Eine erotische Übertragung ist eine Inszenierung im Hier und Jetzt der psychoanalytischen Situation einer Kindheits Verführung als sexuellem Trauma. Wir entwerfen den relationalen Ansatz theoretisch und klinisch in Bezug auf die Analyse des Inzest Traumas. Das Konzept der Reinszenierung hilft uns das Auftauchen des Inzest Traumas als ein Anzeichen einer früheren Kindheitserfahrung in der psychoanalytischen Situation zu verstehen. Es werden drei klinische Beispiele diskutiert, die die Wege illustrieren, die Hypothese innerhalb des analytischen Prozesses anzuwenden. Die klinischen Beispiele zeigen den Wert von (Re-) Inszenierungen, die in der unbewußten Kommunikaton enthalten sind, welche die erotische Übertragung repräsentieren.

Rachman A WM et. al. El rol de la seducción sexual infantil en el desarrollo de una transferencia erótica: perversión en la situación analítica.

Basado en la teoría del trauma de la confusión de lenguas de Ferenczi, proponemos la siguiente hipótesis: una transferencia erótica es un enactment en el aquí y el ahora de la situación analítica del trauma de la seducción sexual infantil. Trazamos la aproximación relacional del análisis del trauma del incesto. El concepto de enactment nos ayuda a entender la emergencia del trauma del incesto en la situación psicoanalitica, como indicación de una experiencia infantil temprana.

Se presentan tres ejemplos clínicos que ilustran formas de uso de la hipótesis desde el proceso analítico. Estos ejemplos clínicos demuestran el valor de los enactments contenidos en la comunicación inconsciente que representa la transferencia erótica.     

Types of college student-to-student learning: correlated interactions

209 college men and 327 college women took a 20-item Likert survey to assess the types of education-related information students may learn from other students during their informal interactions. Students were very likely to ask other students low level questions such as which professors were good and which classes to take. They were less likely to ask other students about concepts discussed in class and how to solve problems generated in class. If students asked about test taking, these students were also likely to ask about study skills and writing skills for the class. Other research suggests these higher level help-seeking behaviors seem to be related to classroom mastery and achievement.     

Correlations among executive function scales and positive psychological attributes in college students

Scores on executive function scales were correlated with scores on attributes of positive psychology. Values were positive among gratitude, satisfaction, and the executive function scales of motivational drive, empathy, and strategic planning. If replicated and extended, such data may predict academic success in college students as in 13- to 14-yr.-olds.     

An examination of the effects of mental disorders as mitigating factors on capital sentencing outcomes

Mentally ill and emotionally disturbed offenders comprise a significant component of those whose criminal conduct has swept them into the criminal justice system, including a subset who are tried and convicted of capital murder. The present study employs the population of capital cases advanced to penalty phase in the state of North Carolina (1990–2009) to examine whether presentation to the jury of the statutory mitigators of extreme mental and emotional disturbance and capacity impaired, and specific mental illness diagnoses, often referred to as mental disorders, at the sentencing phase mitigate against a sentence of death. Mental disorders included mood disorders, psychotic disorders, anxiety disorders, brain disorders, multiple mental illness diagnoses, learning disabilities, and personality disorders. Results from these 835 cases indicate that with the exception of one, the diagnosis of a learning disability, the capital jury's acceptance of various mental health conditions does not effectively mitigate against a capital sentence. In addition, jury rejection of a diagnosis of mental illness or the two mental health statutory mitigators, capacity impaired and extreme emotional disturbance, as a mitigating factor has a counter-mitigating effect in that it significantly increases the odds of a death penalty recommendation by about 85–200%.     

Use of abnormal and health psychology as topics in a classroom format to reduce alcohol and other drug abuse among college students at risk

This study was done to assess whether classes containing topics derived from two college courses, Abnormal Psychology and Health Psychology, could be used in a class room format to reduce alcohol and other drug abuse among at-risk college students. Topics covered included stress and stress management, alcohol and other drug use and abuse, chronic illnesses and psychological disorders that develop from an unhealthy lifestyle, and factors that play a role in good health and well-being. Students were enrolled in a semester-long course for college credit as an alternative to punitive sanctions for on-campus alcohol violations and other drug violations. The Midwest Institute on Drug Use Survey and the CORE Alcohol and Drug Survey were administered on the first and last days of class. Analysis indicated a significant self-reported reduction in drug use and associated negative symptoms and behavioral effects. Women were more likely to report reductions in drug use than men.     

The Hill Interaction Matrix

The Hill Interaction Matrix represents a system of classifying group process and group progress, which has been empirically derived and systematically researched. Leadership style, group composition, and group development are simultaneously quantified through the use of this matrix. It represents an attempt to objectify the art of group therapy.