The group psychotherapist as contemporary mystic: a bionic object relations perspective

Mysticism is a heightened awareness facilitating intuitive knowledge of group realities. In contrast to logical positivism, in which scientific knowledge consists of logic applied to a set of observations, the author holds that mystical awareness is pertinent to the conduct of therapy groups. The work of Bion, and also so-called "structuralist" theories, postulate pre-given templates that inform experience. The application of mystical thought to group consultation, leadership, and transformation of the self is discussed. The group context which allows for mystical experience is called the "sacred space." To emphasize the sacredness of the group, a kabbalist parallel to early development and projective identification is used to show how sacred metaphor and myth can enrich interpretation in groups.     

Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education

The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education.     

Berlyne's theoretical contributions to psychology

The evolutions of Berlyne's theoretical contributions are traced by contrasting his particular developments with seven characteristics of Hullian theory. Berlyne is seen to have dismantled each element and replaced it with a vastly different theoretical position and structure. Berlyne developed a truly general theory, which was then differentiated with special concepts in specific areas as diverse as thinking and aesthetics.Much of the content of this article first appeared in Walker (1961).     

Assessing threats of targeted group violence: contributions from social psychology.

Recent increases in domestic and international acts of extremist violence perpetrated against American citizens have prompted an increased need for information to help understand and evaluate the threat posed to U.S. targets by extremist groups and their individual members. The purpose of this paper is to (i) suggest the potential relevance of social psychological research on group behavior for understanding and assessing threats of extremist group violence; and, (ii) encourage more systematic research on group violence to further inform assessments of group risk. Approaching the issue from the levels of group behavior, and of individual behavior within a group context, the article summarizes research on key principles of group behavior, and the effects of group membership on individual behavior; proposes specific questions derived from these principles for consideration in evaluating risk for violence by groups, and by individuals influenced by groups; and suggests further research needs.     

Self psychology and its contributions to psychoanalysis

Abstract

A schematic overview of the theory and practice of self psychology is presented with a particular focus on what the author believes to be the most important contributions to psychoanalysis. It is recognized that self psychology, as with all psychoanalytic approaches, is an evolving and non-unitary theory. Fundamental features of self psychology are: 1. the consistent use of the empathic mode of observation, that is, to listen and understand from within the vantage point of the patient; 2. the primary motivation which involves strivings to develop and maintain a positive cohesive sense of self; 3. that each person has unique pre-wired “givens” included in the concept of the nuclear self; 4. that each person has selfobject needs which refer to the use of the object for the development and regulation of a positive sense of self; 5. that selfobject needs include mirroring (acknowledgement and affirmation), idealizing (protection, safety, and admired qualities), and twinship (a feeling of essential likeness, of sharing) needs; 6. that development and maintenance of a positive cohesive sense of self requires a sufficient responsiveness to selfobject needs; 7. that insufficient responsiveness arrests normal development, creates pathological organizing patterns of self, others, and self with others, and causes unresolvable conflict; and 8. that psychoanalytic treatment involves the analysis of the selfobject and repetitive dimensions of the transference in order to facilitate expansion of awareness, symbolic reorganization and self-righting.     

Behavioral contributions to teaching of psychology: an annotated bibliography

An annotated bibliography that summarizes behavioral contributions to the journal Teaching of Psychology from 1974 to 2006 is provided. A total of 116 articles of potential utility to college-level instructors of behavior analysis and related areas were identified, annotated, and organized into nine categories for ease of accessibility.     

The Nestor effect: Extending evolutionary developmental psychology to a lifespan perspective

We extend an evolutionary perspective of development to the lifespan, proposing that human longevity may be related to the experience, knowledge, and wisdom provided by older members of human groups. In addition to the assistance in childcare provided by grandmothers to their daughters, the experience of wise elders could have served to benefit kin as well as members of the immediate group, and thus been the target of natural selection. We refer to the fitness-enhancing effect of cumulative and integrative knowledge of some members of a group as the Nestor effect, after the oldest member of the group of Greek kings in the siege of Troy. Furthermore, we argue that the contributions of such Nestors resulted in cultural innovations that in turn may have promoted care and respect for the elderly. This bidirectional effect makes culture both the product and producer of longevity.     

The unconscious in pastoral psychology: a rabbinic perspective

The present essay reviews the rabbinic theology of person as it has been outlined within the corpus of talmudic and rabbinic literature. Concepts such as libido, id, and superego are located in the rabbinic notions ofyezer harah andyezer tov (evil impulse and good impulse). Sexuality, as a paradigm of the Divine-human encounter, is explored in rabbinic and kabbalistic literature, and a model of transference is analyzed. Furthermore, a comparison is examined between rabbinic exegesis and psychoanalytic interpretation. It is suggested that the pastoral counselor may develop a theologically more authentic orientation to pastoral therapy by reflecting upon its origins in rabbinic thought.     

Geographical contributions to understanding contemporary Islam: current trends and future directions

In recent years, geographers have been giving increasing attention to religion—and Islam in particular—yet such work is rarely referred to within the broader social science literature about Islam and Muslims. This paper seeks to promote interdisciplinary dialogue, discussion and debate by highlighting the contributions that human geographers are making to understandings of contemporary Islam. In particular, I draw upon research within urban, social, cultural and feminist geographies to review current trends within geographical scholarship about Muslims individuals and communities. I then use this paper to suggest ways in which interdisciplinary research—in collaboration with human geographers—might seek to advance contemporary understandings of the social and spatial experiences of Muslim families and communities. I propose that a focus upon households, nations and intersections offer potential avenues for future research, whilst also highlighting the importance of thinking critically about the methodological issues involved in understanding contemporary Islam     

Spirals and circles: potential contributions of developmental psychology to family therapy

Developmental psychology offers much of value to family therapists in both its concepts and its information about child and adult development. Current work is reviewed selectively to emphasize those aspects which are most relevant for family work. The material is organized under five headings: 'Theories'; 'Major current issues'; 'Developing capabilities'; 'Developmental tasks'; and 'Current trends'. Abnormal development and childhood psychopathology have largely been excluded as these constitute rather separate areas. References have been chosen to provide useful background as well as to extend the specific points being made.     

Angela Bryan: award for distinguished scientific early career contributions to psychology

Presents the citation for Angela Bryan, who received the Award for Distinguished Scientific Early Career Contributions to Psychology (health psychology) "for her outstanding theoretical and applied research on health behavior change." A brief profile and a selected bibliography accompany the citation. ((c) 2006 APA, all rights reserved).     

Conflict in contemporary clinical work: a self psychological perspective

The authors review the history of controversy regarding conflict versus deficit. They suggest that conflict, when conceptualized within the theory of self psychology, may arise in one of two ways, either: (1) along with deficit when caregivers are unable to provide developmentally needed selfobject functions, and, at the same time, these needed caregivers are also feared; these conflicts are unconscious and potentially pathogenic. Or: (2) conflicts may appear secondary to deficit. Such conflicts also require the analysis of selfobject transferences that have arisen on the basis of the underlying deficit. A clinical example demonstrates that deficit related to the oedipal phase may give rise to oedipal-selfobject transferences, requiring their working through for a successful termination.     

Jewish-Arab relations in Israel: a psychology of adolescence perspective

Jewish and Arab high school seniors (61 Jewish boys and 51 Jewish girls, 57 Arab boys and 49 Arab girls) participated in a study of future orientation and described their hopes and fears for the future. The present analysis focuses on part of the data pertaining to the respondents' cross-ethnic references. More Arab than Jewish adolescents referred to the other ethnic group. The cross-ethnic references contained hope for peace and fear of war; the Arab statements, however, also showed discontent with Israeli authorities. More Arab than Jewish adolescents referred to collective issues (the people, the state, the world). The percentage of Jewish and Arab adolescents concerned with Jewish-Arab relations relative to the number addressing other aspects of collective concerns were similar (12% for Jews and 16% for Arabs). For Jews, this small number was related to adolescents' egocentrism and for Arabs, to adolescents' ethnocentrism.