Rorschach Assessment of Two Distinctive Personality States of a Person With Dissociative Identity Disorder

This case study used test data from a patient with Dissociative Identity Disorder (DID; American Psychiatric Association, 2013 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.[Crossref] , [Google Scholar]) to illustrate how two main personality states of the patient (“Ann” and “Ben”) seemed to function. The Rorschach Performance Assessment System (R–PAS; Meyer, Viglione, Mihura, Erard, &; Erdberg, 2011 Meyer, G. J., Viglione, D. J., Mihura, J., Erard, R. E., &; Erdberg, P. (2011). Rorschach Performance Assessment System: Administration, coding, interpretation, and technical manual. Toledo, OH: Rorschach Performance Assessment System. [Google Scholar]) and the Inventory of Interpersonal Problems–Circumplex (IIP–64; Horowitz, Alden, Wiggins, &; Pincus, 2000 Horowitz, L. M., Alden, L. E., Wiggins, J. S., &; Pincus, A. L. (2000). IIP–64/IIP–32 professional manual. San Antonio, TX: Psychological Corporation. [Google Scholar]), administered to Ann and Ben in separate settings, exposed two diverse R–PAS and IIP–64 profiles. Ann's R–PAS profile suggested an intellectualized style of information processing with few indications of psychological problems. Ben's profile indicated severe perceptual, cognitive, and interpersonal difficulties combined with suspicion and anxiety. Ann's IIP–64 profile suggested minor interpersonal problems, whereas Ben's indicated serious relational difficulties. The findings were discussed in relation to the theory of trauma-related structural dissociation of the personality (van der Hart, Nijenhuis, &; Steele, 2006 van der Hart, O., Nijenhuis, E. R. S., &; Steele, K. (2006). The haunted self: Chronic traumatization and structural dissociation of the personality. New York, NY: Norton. [Google Scholar]), which implies an enduring split in the organization of the personality with more or less separate entities with their own sense of self, perception of the world, and ways of organizing emotional, cognitive, and social functions. The DID personality structure is seen as a defense strategy and as a pathway in the personality development producing serious psychological pain and symptoms.     

The Psychoanalytic Psychotherapy of Dissociative Identity Disorder in the Context of Trauma Therapy

Homosexuality is most probably variable in its pathway of origin. Reports of instances of when it has been possible to follow its development from childhood into adulthood are lacking in the literature. In this paper, the author describes his experience of treating two nine-year-old girls who had had serious problems in their relationships with their parents and who developed lesbian relationships when they became adults. In each instance, there were extremely traumatic experiences with the girl's father and failure of the mother to intercede on the girl's behalf. One patient was treated up into adolescence, with a follow-up later on, and the other was treated well into adulthood. Psychological factors that seem to have contributed to the eventual development of a lesbian sexual orientation are discussed in this paper.     

Pragmatist Feminism as Ecological Ontology: Reflections on Living Across and Through Skins

In my response to the comments of Vincent Colapietro, Charlene Seigfried, and Gail Weiss on Living Across and Through Skins ( Sullivan 2001 ), I explain pragmatist feminism as an ecological ontology that understands bodies and environments as dynamically co‐constitutive. I then discuss the relationship of pragmatist feminism to phenomenology, psychoanalysis, Nietzschean genealogy, and Darwinian evolutionary theory. Some of the specific concepts I examine include the anonymous body, the bodying organism, truth as transactional flourishing, and the preservation of racial and ethnic categories.     

Self and Identity in Advanced Old Age: Validation of Theory Through Longitudinal Case Analysis

Case studies drawn from a 20-year longitudinal study of aging were examined for the support they provide to two theoretical viewpoints on the self in later life: one focusing on management of self-esteem, the other on development of identity as story. The five cases selected for scrutiny represented diverse trajectories of self-esteem. They furnished ample illustrations of certain key aspects of both theories, including assimilative processes of coping, depression related to absence of accommodation, maintenance of life story themes, and life review processes. They did not, however, give strong support to the dichotomy, drawn within both theoretical models, between younger and older old age. Examples of accommodation, disengagement, and self-transcendence, hypothesized to typify advanced old age, were relatively few in number and emerged only toward the very end of life. It is argued that examination of prototypical cases provides a useful approach to validating and developing theory. A conclusion drawn from this study is that more analysis should be carried out on the lives of persons who exemplify the theoretically ideal characteristics of advanced old age.     

海德格尔的时间性概念——对近来一种批评的反思

海德格尔《存在与时间》中的时间性分析一直遭到学界的忽视。这种疏忽部分是由于研究者受限于自身的学术传统,同时也是由海德格尔自己论述的模糊性所导致的。本文集中考察和批判了德国学者弗莱希尔对海德格尔的时间性分析的两个相关的反驳,并依次对其作出回应。作者试图证明,海德格尔的时间性分析不仅是有必要的,它进一步补充和完善了《存在与时间》第一部分的此在分析,揭示了作为整体的此在之存在的意义,同时,海德格尔对源始的时间性的阐述是清楚的,并且他明确地将源始和本真的时间性联系在一起,而非如其他学者所认为的,源始的时间性是本真和非本真的时间性的可能性条件。     

A Case Study on the Use of Auditory Integration Training as a Treatment for Stereotypy

The purpose of the current study was to assess the effectiveness of auditory integration training (AIT) as a treatment for motor stereotypy. The participant was a 5‐year‐old boy diagnosed with autism who had been prescribed AIT. We used an ABCBCA reversal design to examine the effectiveness of AIT on stereotypy. Data were collected for 5 min before, during, and after each experimental condition. Results showed that AIT did not decrease stereotypy. In fact, the total overall occurrence of stereotypy increased and remained high, suggesting that AIT was not an effective treatment for this participant. Copyright © 2015 John Wiley & Sons, Ltd.     

Educating Through Meeting: Reflections on a Dialogic Pedagogy for Teaching Religious Studies

This article originated as a brief reflection on pedagogical issues intended to catalyze collegial discussions at a meeting of the Comparative Religious Studies faculty at San Jose State University. The author distinguishes four interrelated elements that motivate his own teaching: human meaning, dialogic inter‐activity, responsible response, and multi‐methodologic study. Dialogic pedagogy is illustrated with concrete examples of how theory fits in the classroom. To further clarify the discussion, Martin Buber's theory of educating is applied to the teaching process, especially his understanding of “one‐sided inclusion.”     

Hume's Reflections on the Identity and Simplicity of Mind1

The article presents a new interpretation of Hume's treatment of personal identity, and his later rejection of it in the “Appendix” to the Treatise. Hume's project, on this interpretation, is to explain beliefs about persons that arise primarily within philosophical projects, not in everyday life. the belief in the identity and simplicity of the mind as a bundle of perceptions is an abstruse belief, not one held by the “vulgar” who rarely turn their minds on themselves so as to think of their perceptions. the author suggests that it is this philosophical observation of the mind that creates the problems that Hume finally acknowledges in the “Appendix.” He is unable to explain why we believe that the perceptions by means of which we observe our minds while philosophizing are themselves part of our minds. This suggestion is then tested against seven criteria that any interpretation of the “Appendix” must meet.     

论自我同一性概念的整合

自我同一性是西方心理学一个重要的概念,但至今没有一个普遍接受的定义。通过对自我同一性概念内涵不一得归因分析,指出了整合自我同一性概念应关注的几个范畴,进而提出自我同一性是一个与自我、人格的发展有密切关系的多层次、多维度的心理学概念。本质上,它是指人格发展的连续性、成熟性和统合感,它包含三个层面的内涵：(1)最基本的层面,即ego-idernity;(2)个人同一性;(3)社会同一性。     

Reaping the Rewards of Diversity: The Role of Identity Integration

How does diversity affect individuals and the groups in which they are embedded? This article examines this question using recent theory and research on Identity Integration (II). II refers to an individual's perceptions about whether two distinct social identities, or social groups to which individuals belong, are viewed as compatible (high II) or not (low II). A review of extant research suggests that individuals with high II are better at simultaneously accessing multiple identities and identity‐related knowledge and have improved well‐being and social outcomes. Expanding on this work, we argue that individuals who have higher II, and social collectives that foster II within their members, are more likely to reap the benefits of diversity.     

Facilitating 'Perspectival Reciprocity' in Medication: Some Reflections on a Failed Case

Mediation services arise in contexts where the notions of community cohesion, relationship integrity and social order are valued over their opposites (disorder, dissent, conflict etc). Yet it is not at all clear whether and how the mediation of conflict works to re-establish harmony or consensus. Indeed it is not at all clear that mediation is always effective or just. It has even been suggested that some conflicts (e.g. work-place, commercial and sexual assault) are either not resolved or not resolved justly by mediation. On the other hand, advocates maintain that mediation can bring resolution and repair to ongoing relationships, promote community harmony, and empower people to be self-determining in the construction and maintenance of their resolutions. Whether mediation is adjudged positively or not, all mediation is instantiated in, indeed performed through, talk. In this paper I examine mediations from an Australian mediation program, and use Conversation Analysis to expose the practical methods by which mediators achieve consensus between disputants. I then examine a case in which mediation has failed to produce the sought-after consensus, and explore one way of understanding the failure of mediation in that case.     

On the Concept of a Game

In an essay for Brian Leiter's turn‐of‐the‐millennium The Future for Philosophy, Thomas Hurka writes:

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On the Concept of a Sense

Keeley has recently argued that the philosophical issue of how to analyse the concept of a sense can usefully be addressed by considering how scientists, and more specifically neuroethologists, classify the senses. After briefly outlining his proposal, which is based on the application of an ordered set of individually necessary and jointly sufficient conditions for modality differentiation, I argue, by way of two complementary counterexamples, that it fails to account fully for the way the senses are in fact individuated in neuroethology and other relevant sciences. I suggest substantial modifications to Keeley’s account which would both solve the problem cases and make better sense of the actual classifications made by scientists. I conclude by noting some limits to the way of classifying the senses that I suggest. I conclude by suggesting that the problem I identify in Keeley’s account has arisen from a confusion that sometimes arises in the philosophical literature between how we individuate the senses and what constitutes a sense.