Celebrating 50 years of Reflective Practice: Versions of Creative Problem Solving

The original work of Alex Osborn making the creative process more explicit, and the following 50 years of research and development on creative problem solving, have made an important and wide‐spread contribution to those interested in the deliberate development of creative talent. This article provided a summary of the many versions of creative problem solving and the key scholarly issues underpinning their development for one main group of collaborators. Future research and development needs were also identified.     

Whorf versus Socrates, round 10

A recent paper by Dehaene, Izard, Pica and Spelke examined geometric concepts among the Munduruku, an Amazonian group without many linguistic terms for spatial relations, and without maps or formal schooling. Their profile of strengths and weaknesses provides new insights into the nature of the human mind and the importance of culture and language to the development of thought.     

Making room: Developing reflective capacity through group analytic psychotherapy – in the analyst and in the group. Part one

Abstract

This paper is in two parts. This, the first part, traces the inter-related development of trainee group analyst and training group during the first nine months of the group's life. The influence that personal group analytic psychotherapy, supervision and theoretical learning have on the trainee are also considered in relation to the development of the group and its members, many of whom suffer from narcissistic and borderline disorders. The metaphor of ‘making room’ is used to explore the efforts of analyst and group to contain the chaotic, confused and unbounded projective identifications of its members. In this way, amidst the crowded turbulence of the group, a space begins to open up in which, slowly and painfully, the capacity for reflection may emerge.     

THE FUNCTIONS OF ASSESSMENT: IMPLICATIONS FOR SELECTION AND DEVELOPMENT OF DEVICES FOR ASSESSING REPERTOIRES IN CLINICAL,EDUCATIONAL, AND OTHER SETTINGS

An attempt is made to identify the many different functions that assessment of an individual's repertoire can serve. Implications of these functions for the character of and evidence about assessment devices are suggested. The functions fall into two general groups, those which influence decisions regarding an individual learner, and those which influence policy, program development, and scientific knowledge. The first group of functions is presented in a rough chronological sequence such that they form a “behavioral assessment funnel,” beginning with functions involving broad-band assessment to identify likely persons and skill areas, and narrowing to the precise pinpointing, monitoring, and follow-up functions. The contribution of behavior analysis and behavior therapy to assessment methodology in this sequence is identified as well as the areas where more traditionally conceived methods are still useful. The second group of functions and behavioral contributions to it are then discussed.     

Reflective Parenting Programs: Theory and Development

Recent research has indicated that parental reflective functioning or mentalization plays a crucial role in the development of a range of healthy adaptations in both parent and child. While many parenting interventions developed over the course of the last 20 years have implicitly attempted to enhance mentalization in parents, this article describes an effort to directly intervene with parents to enhance or encourage the development of reflective capacities. In this article, the broad outlines of a reflective parenting approach are described. Two reflective parenting programs are then considered, one a group intervention designed for low-risk parents, the other a home visiting intervention designed for high-risk parents and children.     

George Gazda: Steps Ahead of the Group

Dr. George Gazda has been and remains a pioneer in the counseling profession. During the past several decades, he has been instrumental in several movements and has influenced the direction of the field of counseling. His leadership in bringing group counseling to the respected status it holds today is a remarkable feat. The development of the comprehensive and practical “Life Skills Model” has influenced the way many counselors work with clients. In this brief interview, he talks of the significant people in his professional development, and some of the many people he has touched speak to his caring and commitment to his chosen profession. This short synopsis of Dr. Gazda's career hardly does justice to his many contributions. He is indeed a remarkable professional and person. The counseling profession, in may ways, owes him considerable credit for where we are today and for where we may strive in the future. His dreams provide a true vision for the rest of us.     

总体分析在医学研究中的应用及其思考

总体分析（ｍｅｔａ－ａｎａｌｙｓｉｓ）是“综合信息”（ｃｏｍｂｉｎｉｎｇｉｎｆｏｒｍａｔｉｏｎ）在医学领域中的发展。总体分析不是一种新的统计学方法。它的具体操作仍以基本的统计学方法为基础。它的特殊性在于是一种横跨研究室、研究者之间的更大范围的综合研究和统计性描述,这种研究结果更全面、更科学。国外正式应用总体分析作为工具于医学研究已有十余年的历史。近年来,以总体分析为手段的文献在国内医学期刊中相继出现,预期不久的将来,会有更多有关总体分析的文章问世。本文对总体分析及其在医学中的应用作一简介,并对其在医学研究中应用问题作几点思考。     

Callous-Unemotional Traits and Subtypes of Conduct Disorder

There has been growing consensus that children with conduct disorder (CD) constitute a very heterogeneous group containing children who vary substantially on the development, course, and causes of the disorder. While many have recognized the importance of this heterogeneity for developing better causal theories and for developing more effective treatments, there has been little consensus as to the best way to subtype children with CD. In this paper, we review a number of approaches to subtyping, each with some evidence for its validity for certain purposes. We focus on two recent approaches that have great potential for integrating past subtyping approaches and for advancing causal theory. The first approach is the division of children with CD into those with a childhood onset to their severe antisocial behavior and those with an adolescent onset to their behavior. The second approach is to designate children within the childhood-onset group who show callous and unemotional traits, which is analogous to adult conceptualizations of psychopathy. Both approaches help designate children who many show different causal processes underlying their severe aggressive and antisocial behavior, and who may warrant different approaches to treatment.     

Effects of normal and abnormal visual experience on the development of opposing aftereffects for upright and inverted faces

We used opposing figural aftereffects to investigate whether there are at least partially separable representations of upright and inverted faces in patients who missed early visual experience because of bilateral congenital cataracts (mean age at test 19.5 years). Visually normal adults and 10-year-olds were tested for comparison. Adults showed the expected opposing aftereffects for upright and inverted faces. Ten-year-olds showed an adultlike aftereffect for upright faces but, unlike the adult group, no aftereffect for inverted faces. Patients failed to show an aftereffect for either upright or inverted faces. Overall, the results suggest that early visual input is necessary for the later development of (at least partially) separable representations of upright and inverted faces, a developmental process that takes many years to reach an adult-like refinement.     

青少年人际信任发展的影响因素研究述评

回顾10多年来国内外关于青少年人际信任发展的影响因素的研究进展,研究范围涉及到个体层面、人际交往层面、群体层面的诸多因素,并得到了一些发人思考的结论。研究表明较高水平的人际信任可以使青少年获得更大的发展空间,进而促进其健康发展。未来研究应在早期人际信任发展的作用上予以重视,在人际信任的心理机制上进行深入探讨,同时更要在干预研究上进一步加强。     

Attention deficit hyperactivity disorder in adults: Clinical issues. A report from the first NHS clinic in the UK

Since 1994 Maudsley hospital has offered the only NHS-service for adult Attention Deficit Hyperactivity Disorder (ADHD) in the United Kingdom. This paper reports on the development of this service, initial referral patterns and assessment issues. Data from a comparison of the first 96 referrals to the clinic are summarized. ADHD patients were more likely to be young men in their early twenties, to have personality disorder and abused psychoactive substances. Developmental milestones were delayed in the ADHD group. Comorbid anxiety and depression were common in both the ADHD group and non-ADHD group. It is clear that with maturity many ADHD adults have complex problems, yet the need for clinical services for this group is not commonly recognized.     

The need for an effective development ethics

Development is entrenched within a Western, hegemonic framework. This can lead one to wonder if development ethics is, in fact, possible. Too many decisions are made and too many policies dominate an international development agenda that are guided by economic forces and national self-interests. Although development ethics has attempted to break through this situation, it has not had the impact that is needed. The current practice of ethics in development is too weak to have the impact needed to generate truly desirable change. In this paper, I offer some reflections and argue for a strong ethical approach in development.     

Comparison of isokinetic peak force and power in adults with partial and total blindness

For many populations the ability to move efficiently is compromised by an impaired muscular functioning. Strength development is necessary to overcome the effects of gravity to maintain posture and generate movement responses for mobility. The strength and power capabilities of individuals with total blindness (n = 12) were compared to those with partial vision (n = 12) to evaluate effects of vision on performance. Results indicate that (1) no significant differences were apparent between total blindness and partial vision, (2) significant sex differences were evident in each group, and (3) better performance was apparent at lower velocities. It was concluded that physical performance in individuals with blindness and partial vision are equally deficient.     

Beyond Midlife and Before Retirement: A Short-Term Women’s Group

As women move into the second half of life and towards retirement, they may experience many changes and transitions, including in health, relationships, career choices, and spirituality. Some of those changes can be distressing, such as serious health problems for themselves or their families, increased isolation, multiple losses of important people, feelings of uselessness and lack of a meaningful role, and growing questions or struggles around spirituality. Time is often seen as moving faster and increasingly limited. This short-term group offers an opportunity for women to reflect upon issues of identity, values, choices, desires, and hopes regarding relationships, work and other activities, spirituality, and health to create new visions. We describe an integrated theoretical framework that includes existentialism, mindfulness, adult development, object relations, attachment, and relational cultural therapy. We discuss the group’s underlying assumptions in terms of its short-term and semi-structured nature and its format, and suggest exercises, with examples highlighting important learning and/or group interaction. Finally, we address the need for more intensive psychotherapy, outliers, ensuring participation, and our own responses.     

Socioeconomic deprivation and the development of neuropsychological functions: A study with “street children” in Ecuador

Socioeconomic status (SES) is known to have a considerable influence on the development of neuropsychological functions. In particular there is strong evidence for less efficient development of prefrontal-cortex-related functions in children raised in low-SES households. “Street children” are a common feature of low SES in many low- and middle-income countries, and some researchers have suggested that the unique life experiences of street children may drive their neurocognitive development. This study compares a group of 36 former street children in Quito, Ecuador with a control group of 26 never street-connected schoolchildren. All children were assessed with a range of neuropsychological tests. Although the street children group performed significantly below the level of the control group on all measures, they did not demonstrate a generalized lower ability. By controlling the effects of fluid intelligence it was found that there are relatively independent effects on visuospatial ability and executive planning ability. Furthermore, the executive function test scores in general are significantly less affected than the other cognitive functions and may be temporary effects caused by recent substance abuse within the street child sample. The findings generally support results from other countries suggesting that low SES is associated with negative effects on neuropsychological development. However, they also suggest that the local social and economic context, such as in the case of street children, might mitigate the harmful effects of low SES on the development of some executive functions.     

Emotional engagement in the context of development and spirituality research

An awareness of spirituality and religion is increasingly being integrated within development theory and practice in order to recognise the way that many people approach community development. There are significant implications for researchers and their methodological practice that arise in paying attention to this area of development studies, particularly with regard to spiritual aspects of emotional engagement for researchers. This paper explores some of those implications from an analysis of my participatory research into geographies of development and spirituality. Two community groups with self-identified Christian spiritualities took part: a Melanesian settlement in Fiji and a women’s church-based group in rural Tanzania. I argue that emotional engagement and spiritual engagement are implicitly connected and demonstrate how attention to emotional knowledge provides valuable insight within this area of research. In particular, I illustrate how a relational approach to emotional knowledge, inspired by the philosophic and psychoanalytic work of Luce Irigaray, is particularly suited to approaching human and spiritual relationships and resonates with key concerns within participatory and community development. Paying particular attention to the concept of fidelity and the spatiality of subjectivity within her work, this paper illustrates the challenge from Luce Irigaray’s work regarding the relational framing of emotional knowledge and the transformational potential implicit within all research relationships.     

Activating children's thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools

Background Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation ( DfEE, 1999 ). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4–6 in primary schools. This is a sister project to research being conducted in Northern Ireland ( McGuinness, 2006 ). Sample The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. Methods A quasi‐experimental design was used with pre‐, post‐, and delayed post‐tests to ascertain changes in children's cognitive abilities, self‐perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. Results The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. Conclusions This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.     

Group-as-a-whole interpretations in short-term group psychotherapy

The usefulness of therapists making group-as-a-whole interpretations in long-term group therapy was actively debated in the 1960s and 1970s. Advantages and disadvantages were delineated. An often-cited survey study of therapy groups that had emphasized group-as-a-whole interpretations found that many patients were dissatisfied with the therapist’s technique and the outcome of therapy. Although group-as-a-whole concepts subsequently became a part of the theory of many orientations of group therapy, there has appeared to be reluctance among many therapists to make group-as-a-whole interpretations, especially in short-term group therapies. Contrary to this tendency, an argument is made and a case illustration presented, which advocate the use of group-as-a-whole interpretations in short-term group therapies.     

Uncovering and managing unconscious ways of ‘looking’: A case study of researching educational care

Abstract

In this paper the author argues for the importance of those working as counsellors with children and adolescents to have specialist training. She outlines the need for many more properly trained counsellors to be available to children, and emphasizes the need for them to have detailed knowledge of children's emotional development. The argument is throughout illustrated with clinical examples. She draws attention to the differences between working with children and adolescents as opposed to adults, with an exploration of the special skills that need to be developed if working with younger clients. Reference is made to the differences in the contract and the thinking about the family. She explores the importance of including in a specialist training infant observation and the consideration of group and institutional dynamics.     

A Longitudinal Study of the Antecedents and Consequences of Collective Personality

In this study, we explored the development and relevance of collective personality to group effectiveness. To this end, we followed a sample of 94 newly formed groups over a 4-month period. First, the results showed support for the emergence of a Big Five structure of collective personality over time. This factor structure appeared to be well developed sometime between 2 and 3 months after group formation. Second, many group personality composition variables were significant antecedents of corresponding collective traits over time. Third, collective Conscientiousness, Agreeableness, and Emotional Stability predicted group task performance, group social loafing, and group task conflict, after controlling for group personality composition and group ability composition. These findings highlight the potential usefulness of collective personality traits in understanding group outcomes.