Life within death: Towards a metapsychology of catastrophic psychic trauma

In this paper the author offers a phenomenology and a metapsychology for the effects on the mind of catastrophic psychic trauma, defined as the reaction of the psyche to an utterly external event, which the person is helpless to resist, and against which there is no possible defense. The author affirms that the experience of 'infinite affliction' produces a radical break in being which disarticulates the psyche and causes a headlong descent to the most primitive levels of psychic functioning. When there is a complete surrender to the process of disarticulation, it continues until it extinguishes even the most basic level of mental activity, contact with sensation, producing psychic and then psychogenic death. The author then offers a phenomenological and metapsychological analysis of how the process of disarticulation is stopped so that the state of survival is assured, affirming that, faced with this situation of utter emergency, the survival urge instantly mobilizes the organism in furious activity to preserve life and regenerates psychic activity by sensing the ongoing existence of the psychesoma. Then anguish precipitates on to the body and is sensed as psychophysical pain, which diverts conscious attention from the infinite destruction of utter affliction which is thus encapsulated so that, as an experience, it is no longer present to the mind. This assures survival, but it leaves the psyche in a state of non-integration and begins the unending battle for mastery over the deadly inner object which ceaselessly threatens to become present. This constitutes the precariousness of the state of survival.     

Expanding transformative experience

We develop a broader, more fine‐grained taxonomy of forms of transformative experience, inspired by the work of L. A. Paul. Our vulnerability to such experiences arises, we argue, due to the vulnerability, dependence, and affliction intrinsic to the human condition. We use this trio to distinguish a variety of positively, negatively, and ambivalently valenced forms of epistemically and/or personally transformative experiences. Moreover, we argue that many transformative experiences can arise gradually and cumulatively, unfolding over the course of longer periods of time.     

BODILY REFORM AS HISTORICAL PRACTICE: THE SEMANTICS OF RESISTANCE IN MODERN SOUTH AFRICA

This paper seeks to explore why rituals of bodily reform play so prominent a role in movements of social reconstruction, particularly in collective action which never attains the level of explicit historical discourse. I argue that the crucial signifying role of the body here derives from its position as primary mediator between the self and the sociocultural context. In the case of a protest movement in modern South Africa, I show how the semantics of bodily affliction and reform permit participants to address and redress the historical roots of their conflict-laden experience. Here, sociocultural contradiction takes tangible shape in the ‘natural’ contradictions of the human body, and reconstitution proceeds by alike drawing upon media from the body's seemingly inexhaustible stock. But in this, the body is more than mere ‘natural alibi’ or set of unmotivated signs; it provides implements determined by an inherent, natural logic which engages in what is a reciprocally determining relationship with the semantic logic of specific sociohistorical projects.     

PSYCHOANALYSIS AND INFERTILITY MYTHS AND REALITIES

Psychoanalysis, long interested in infertility, and a valuable treatment for men and women suffering with this affliction, has also helped to create and support a myth of psychogenic infertility. Multiple causes of infertility exist across the physiological - psychological spectrum. There is no simple psychodynamic causality. Advances in assisted reproductive technologies provide treatments that create emotional stress and outpace psychological preparedness of patients and analysts. This paper is based on the experience of a unique study group in Boston. An analytic case illustrates some of the ways analysis can be a treatment of choice for people using assisted reproduction. In fact, analysis offers a unique opportunity to elaborate fully the complex realities and dilemmas faced by people and their therapists throughout the infertility experience. More generally, this study of the concept of psychogenic infertility explores a valuable role for psychoanalysis in the treatment of medical conditions.     

Ergotism and the Salem witch panic: a critical analysis and an alternative conceptualization

The controversial hypothesis that the Salem witchcraft panic of 1692 resulted from ergot poisoning was recently defended by Mary Matossian. She argued that (a) weather conditions in Salem were conducive to the growth of ergot, (b) new evidence concerning the age distribution of ergot sufferers is consistent with the ages of those who exhibited symptoms at Salem, and (c) the symptoms displayed and reported at Salem were those of convulsive ergotism. Each of these propositions is critically examined and rejected, and the events purportedly explained by the ergot hypothesis are accounted for within a social psychological framework. This perspective views the Salem crisis as a sociopolitical drama played out in terms of the worldview shared by seventeenth-century Puritans. The symptoms of demonic affliction are conceptualized as role enactments learned in and legitimated by the community, rather than as the results of disease.     

Psychosocial Stress and Cardiovascular Risk: What is the Role of Daily Experience?

We describe an ecological momentary assessment (EMA) protocol designed to measure daily life experiences along several psychosocial dimensions (Social Conflict, Task Demand, Decisional Control, Negative Affect, and Arousal) hypothesized to be relevant for cardiovascular disease risk. In a large community sample, these assessments have been administered in conjunction with ambulatory blood pressure (ABP) monitoring and measures of subclinical cardiovascular disease. Several results have emerged that support the promise of this approach. First of all, each of these dimensions of experience appears to be a trigger for cardiovascular activation, with movement on each scale being associated with significant within-person changes in heart rate and blood pressure in the natural environment. Second, there appear to be individual differences in physiological responsiveness to these dimensions of daily experience, with such differences being associated in some cases with laboratory-based assessments of cardiovascular reactivity, as might be expected. Third, EMA ratings are associated in several instances with (between-person) stable individual differences in ABP readings. And finally, we have found that some of the characteristics defined by our EMA ratings are related to measures of subclinical atherosclerosis. Such effects appear to be mediated, in part, by ABP. The advantages of using EMA measures for capturing the effects of psychosocial stressors are highlighted by comparing the predictive validity of these daily life assessments to traditional global self-reports. We conclude by describing future plans for use of this type of assessment protocol for helping us to characterize psychosocial characteristics relevant to cardiovascular disease risk. Personality and social processes during daily living may have an important impact not only on psychological functioning but also on physical health and disease. In this article we review our recent work involving the assessment of daily experience as a means of better understanding the role of psychosocial stress in cardiovascular disease risk. First, we outline the rationale for our interest in daily experience sampling for examining these processes, and we describe the methods we have adopted for this purpose. Next, we review findings from a recent study in which we have used these approaches to examine the role of psychosocial stress on ABP and atherosclerosis in a community-dwelling sample. We compare our approach to more traditional (global self-report and laboratory-observation) methods for examining these relationships in humans, and we discuss potential future directions for use of daily experience sampling in studies of health and behavior.     

The Decent Care Movement: Subsidiarity,Pragmatic Solidarity,and Cross-Cultural Resonance

Decent Care is the World Health Organization and The Ford Foundation’s joint effort to articulate a healthcare paradigm that makes a patient’s voice equal to the voice of the healthcare provider. In this article, the six tenants of Decent Care are outlined with particular emphasis on subsidiarity. Liberation theology’s preferential option for the poor maxim is presented and compared with other major world religions to demonstrate the cross-cultural focus of “decency.” The power of this paradigm is in its emphasis and proclamation of human flourishing in a healthcare setting, generally speaking, and more specifically, human flourishing in the presence of affliction from chronic disease or dying cross-culturally.     

Perceptual Content Defended

Recently, the thesis that experience is fundamentally a matter of representing the world as being a certain way has been questioned by austere relationalists. I defend this thesis by developing a view of perceptual content that avoids their objections. I will argue that on a relational understanding of perceptual content, the fundamental insights of austere relationalism do not compete with perceptual experience being representational. As it will show that most objections to the thesis that experience has content apply only to accounts of perceptual content on which perceptual relations to the world play no explanatory role. With austere relationalists, I will argue that perceptual experience is fundamentally relational. But against austere relationalists, I will argue that it is fundamentally both relational and representational.     

United we stand,divided we fall: the early Nietzsche on the struggle for organisation

According to Nietzsche, both modern individuals and societies are pathologically fragmented. In this paper, I examine how he proposes we combat this affliction in his Untimely Meditations. I argue that he advocates a dual struggle involving both instrumental domination and eradication. On these grounds, I claim the following: 1. pace a growing number of commentators, we cannot categorise the species of conflict he endorses in the Untimely Meditations as agonistic; and 2. this conflict is better understood as analogous to the species of struggle that Schopenhauer describes in his account of purposive organisation.     

The Absent Body of Girls Made Visible: Embodiment as the Focus in Education

The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998).The bodies of girls have traditionally beenrelegated to absent entities within thelearning environment, including in physicaleducation. A meaningful education, one thatembraces embodiment, would balance differenttypes of learning experiences, so that thevarious aspects of being are all considered andblended. Such a holistic approach to schoolingwould occur by providing an environment inwhich the needs of all students are valuedthrough efforts that defy the culturalstereotypes and preconceptions of the largersociety.     

Psychological Model for Presymptomatic Test Interviews: Lessons Learned from Huntington Disease

This paper reflects on experience gained from presymptomatic testing for Huntington disease. An approach is presented which considers the role of the clinician and aims of the interview. Irrespective of the disease being tested for, it is suggested that the psychological aim of presymptomatic testing is to foster emotional insight and understanding that will help clients in their decision-making process about testing and their subsequent adjustment to the result. Based on these aims the process of presymptomatic testing, counseling is considered in terms of clarification, consideration, education, and reflection, followed by decision making. Practical approaches are discussed and illustrated with clinical examples.     

Self and space

Abstract

Seemingly incomparable, self and space are seen as related, both psychologically and ontologically. The experience of self as expansive space has distinct psychological benefits, which are explored through a clinical vignette. Next, the issue of the “reality” of self is taken up. It is argued that the ontological status of self is indeterminate, which means that it is open to being that which it is considered to be. The powerful effect of such considerations on the being of self and its Ufe experience are explored both through various philosophical conceptions of self (e.g., as extensionless point, intentional consciousness, or limitless space) and through the self‐fulfilling prophecies which conceptions of self generate in people's lives. Lastly, it is proposed that the consideration of self as space can open the door to a rich, expanded, connected, harmonious living.     

Great apes' (Pan troglodytes, Pan paniscus, Gorilla gorilla, Pongo pygmaeus) understanding of tool functional properties after limited experience

Primates' understanding of tool functionality has been investigated extensively using a paradigm in which subjects are presented with a tool that they must use to obtain an out-of-reach reward. After being given experience on an initial problem, monkeys can transfer their skill to tools of different shapes while ignoring irrelevant tool changes (e.g., color). In contrast, monkeys without initial training perform poorly on the same tasks. Compared to most monkeys, great apes show a clear propensity for tool using and may not require as much experience to succeed on tool functionality tasks. We investigated this question by presenting 171 apes (Pan troglodytes, Pan paniscus, Gorilla gorilla, and Pongo pygmaeus) with several tool-use problems without giving them initial training or familiarizing them with the test materials. Apes succeeded without experience, but only on problems based on basic properties such as the reward being supported by an object. However, only minimal experience was sufficient to allow them to quickly improve their performance on more complex problems in which the reward was not in contact with the tool.     

以难治病临床疗效为导向的中医病因病机创新研究

中医学是临床实践很强的经验医学,临床实践一直是中医理论创新的源泉,现代中医理论创新研究必须基于临床疗效为导向,以中医有治疗特色的重大疾病和难治病为突破口,借鉴现代科学和技术,深入开展证候构成要素的中医病因病机研究。中医病因病机既是构成病证的核心要素,又深刻揭示了病证的本质,它体现中医整体观、辨证论治的思维,是中医治病理论的结晶和精华浓缩,抓住重大疾病和难治病中医病证病因病机的本质和核心问题进行现代研究,必将导致中医药理论的重大创新和发展。     

Lament as a Contributor to the Healing of Trauma: an Application of Poetry in the Form of Biblical Lament

Pastoral Psychology - Paul’s second letter to the Corinthians begins with exuberant praise to the “God of all comfort who comforts us in all our affliction.” Many today suffer...     

Nostalgia as a Resource for Psychological Health and Well‐Being

Historically, nostalgia has been viewed as a disease of the brain or the mind. However, in recent years, nostalgia has received a conceptual rehabilitation due to a revival of scholarly interest accompanied by the use of contemporary empirical methods. Drawing upon this recent work, we propose that nostalgia is an important resource for psychological health and well‐being. We begin by detailing the characteristics of the nostalgic experience and then discuss a wide range of studies demonstrating that psychological threat triggers nostalgia, nostalgia enhances psychological health and well‐being, and nostalgia promotes adaptive psychological functioning among individuals at risk for poor mental health. We also highlight the need for future research on nostalgia's relation to psychological health.     

“Eddie would(n't) go!” perceptual-cognitive expertise in surfing

ObjectivesThe goal of the present research was to investigate the decision making skills of surfers as a function of surfing experience.DesignWe used a between-subject quasi-experimental design.MethodParticipants (N = 76) with different levels of surfing expertise were asked to indicate via a button press which waves they would try to catch in a computer-based video decision-making task that presented videos of approaching waves.ResultsThe quality of participants' decisions corresponded in a linear manner with the amount of surfing experience, i.e. the more experience a surfer had, the better they were able to decide which waves were surfable and which waves were not. Specifically, more experienced surfers were superior at deciding which waves not to surf.ConclusionsWe provided first evidence that highly experienced surfers possess a cognitive advantage compared to less experienced surfers or a non-surfing control group by being better able to distinguish between surfable and non surfable waves. The results are discussed within the expert performance approach as being supportive of the notion that surfing experience led to perceptual-cognitive adaptations that allow surfers to pick the right waves.     

Receiving the Gift of Teaching: From ‘Learning From’ to ‘Being Taught By’

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school.