Role of parental emotional support in illusion of scholastic incompetence

IntroductionSelf-perceptions of competence are involved in motivational processes explaining that although pupils’ capacities are comparable, their academic achievement differs greatly. In general, pupils with an illusion of scholastic incompetence exhibit a set of negative characteristics concerning their academic functioning.ObjectiveThis article seeks to better understand the links between emotional support from parents and children's under-evaluation of their own scholastic competence.MethodSelf-reports from 626 pupils in Grades 4 and 5 (mean age: 10 years, 8 months) and one of their parents were analysed.ResultsPupils with an illusion of incompetence perceive the emotional support provided by their parents as less available and less unconditional. This difference is not echoed in their parents’ own report of the emotional support they think they give their child. However, parents of children with an illusion of incompetence do report reacting to their children's actions with criticism and disapproval more often than other parents.ConclusionThe quality of parental emotional support as perceived by the children predicts the bias they have when evaluating their own scholastic competence. Their parents’ perception also predicts this bias, albeit more modestly.     

The adolescent first kiss

Abstract

This essay proposes a more intense exchange between humanistic psychology and Lacanian psychoanalysis. Certainly, the two fields are aware of one another but an atmosphere of mutual suspicion and superficial knowledge characterize their relationship. If we examine some of the suppositions governing each approach, there are points of similarity. Both see “psychology” in its truest meaning as defined by ethics. Both countenance the importance of the social and the unique individual (the particular for Lacan). There are also glaring differences on key questions. With respect to these differences, the author reads humanistic psychology through a Lacanian lens to indicate how Lacanian concepts can answer some of the recognized impasses of humanistic psychology (such as the question of evil) where humanistic psychology is other to itself.     

Humanizing Psychotherapy

The essence of the humanistic and existential approaches to psychotherapy is a commitment to conceptualizing, and engaging with people in a deeply valuing and respectful way. Hence, within these approaches, there is an emphasis on viewing clients’ behaviors as meaningful and freely chosen; and there is also a belief that clients have the capacity to become aware of the reasons for their thoughts, feelings and behaviors. Phenomenological exploration is thus a central element of many existential and humanistic psychotherapies, and this requires psychotherapists to put to one side their therapeutic techniques and interpretative assumptions and to listen to clients in an in-depth, non-analytical way. From an existential and humanistic standpoint, however, this valuing of human beings also extends to the psychotherapist's own humanity. Hence, within these approaches, there is an emphasis on the psychotherapists themselves being genuine in the psychotherapeutic encounter, and being willing to meet their clients at a level of “relational depth.” Existential and humanistic practices may not be appropriate for all clients and all psychotherapists, but it is concluded that the principles underlying these approaches are of universal relevance to the practice of psychotherapy.

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Constructing Cultural Competence: Perspectives of Family Therapists Working with Latino Families

This article focuses on developing an understanding of how nine therapists working with Latino families construct the idea of cultural competence in the counseling room. In-depth interviews were conducted and analyzed yielding five themes in cultural competence from the therapists' perspectives: the use of language in therapy; the impact of social class, gender, and power on the therapeutic relationship; immigration and culture clash; definitions of family; and unique constructions of cultural competence. The therapists'narratives in this study are best understood through a postmodern paradigm suggesting that the field of psychotherapy needs to move beyond a “checklist” modernistic approach to developing cultural competency.     

We Have Failed

SUMMARY

This article explores the changing nature of the psy-chotherapeutic world in relationship to the values crisis evident in our lack of reaction to the Gulf War. It attempts to examine the underlying valuelessness of the new post-modem psychotherapeutic systems with special attention to the impact of that changing value structure on humanistic psychotherapy, the mental health community and the significance of this shifting as it relates to the Gulf War. The author examines these philosophic systems that underlie various post-modern approaches and their challenge to universal humanism and humanistic values. Finally the reader is encouraged to reassess the underlying value base of their therapeutic, methodological, and philosophical systems.     

Constructivist psychology of child abuse and implications for psychotherapy

Abstract

This paper reviews constructivist and related literature on child abuse and psychotherapy. Constructivist psychology, with its emphasis on the personal, socially embedded construction of meaning, is uniquely situated to contribute to humanistic psychotherapy for child victims and adult survivors. Conversely, work with abused clients deepens our understanding of developmental meaning‐making processes and the social ecologies of meaning within which they unfold.

Constructivist approaches to child abuse are inherently humanistic, focusing on the child victim's and adult survivor's attempts to make meaning of their experiences, including the often traumatic experiences of abuse and the relational contexts in which it occurs. This paper first discusses how constructivist psychology may deepen our understanding of the impact of abusive experiences, the reverberation of those experiences through subsequent living, and the role of constructivist therapies in the healing process. Secondly, this paper explores reflexive aspects of work with abuse survivors that may challenge our cultural and professional assumptions and deepen our commitment to constructivist, humanistic, and feminist psychotherapies.     

Factors Predicting the Inclusion of Lesbian,Gay, and Bisexual Affirmative Content Taught in Couple and Family Therapy Courses

Abstract

This study explored the relationship between Couple and Family Therapy (CFT) faculty members’ Lesbian, Gay, and Bisexual (LGB) clinical competence and the level of LGB affirmative therapy content they teach in their courses. Hierarchical regression analyses of 117 faculty in accredited CFT programs suggest that faculty members’ own reported competence to work with LGB clients predicted their inclusion of LGB affirmative course content in the courses they teach. Important gender effects also emerged suggesting that women faculty are more likely than men to teach LGB affirmative course material. Results suggest important implications for CFT faculty, training programs, and accreditation standards.     

Otto Rank's art

Abstract

Otto Rank's work has had an indirect influence on much of existential‐humanistic psychology, yet his contribution has been unevenly acknowledged. Seeing Rank as a developing artist helps to put his creative contributions to psychoanalysis, post‐psychoanalytic critique, and existential‐humanistic psychotherapy, in perspective. After his separation from Freud, Rank's innovative thought blossomed; his later works have deep and lingering humanistic import. A look at convergences and divergences between Freud and Rank shows that Rank's art (of living, of theorizing, and of practicing therapy) is an uncannily familiar and inspiring model of humanistic practice in the world. The continuing relevance of Rank's ideas about art and artists is explored, and Rank is re‐introduced to humanistic psychologists who may recognize aspects of his work as consonant with their own.     

知识划界、追赶焦虑与中国本土心理学的理论建构导向

科学心理学以方法为中心的知识建构策略,内在地要求它与常识心理学划界以谋求自然科学分支的学科地位,其代价是对人类心理之情感与意义维度的隔离。在移植西方心理学体系的过程中,科学心理学的争议也内含于中国心理学的发展轨迹中,同时还附加了学术边陲地区特有的学科追赶焦虑。中国本土心理学理论应突破科学至上的观念束缚,致力于发展具有现实解释力和价值引导力的人文主义导向的心理学理论,以切实解决中国现实社会中的心理问题,并在世界心理学界发出真正的中国声音。     

An exploration of the experience of Christian counsellors in their work with both Christian and non‐Christian clients,with particular reference to aspects of cultural transition

Aim: This study explores the experience of Christian counsellors working in both Christian and secular settings, paying particular attention to the possibility of regarding their development as a form of cultural transition. Method: Heuristic methodology was used, interviewing 22 counsellors with varying churchmanship (i.e. Christian tradition/denomination) and counselling training. Findings/Discussion: A spectrum of experiences with both Christian and non‐Christian clients emerged. The level of overtness of the counsellors’ faith with these clients varied considerably. Parallels with the experience of these counsellors and that of immigrants in terms of cultural transition are discussed. Conclusions: The experience of Christian counsellors differs with respect to the level of Christian influence (i.e. Christian or secular input) in training, supervision and work context. Those with higher secular influence have less difficulty working with clients with different belief systems and values. Implications: Christian counsellors need to be more reflexive with respect to the effect of their own value systems when working with clients, particularly if they work mostly in a Christian context. Trainers need to be aware of cultural transition aspects in the development of counsellors who have a Christian faith.     

Organizational Culture: Critical Questions for Researchers and Practitioners

Abstract

The idea of career self-management is part of the growing move to encourage individuals to take ownership of their own development. The article explores why this makes sense both for individuals and for organizations, and defines specific initiatives individuals and organizations should take to make the concept work successfully. It is argued that most people are unlikely to take responsibility for themselves unless there is sound organizational support, but that with the right practical initiatives they can become energized by the process. There is, however, a need for organizations to centre much more closely on understanding people as individuals if performance levels at work are to be raised from competence to excellence.     

Some history of humanistic psychology

Abstract

This article arose out of a request to say something about humanistic psychology for a conference on positive psychology which was held in England in 2002. I wanted to say that whatever positive psychology had to offer, we got there first. So this is perhaps a quite partisan piece, and of course it says very little about positive psychology.

But now it has a further purpose, which is to tell Americans a bit about Europe and what happened there. Most Americans, as we are all aware, don't know much about Europe, and many do not want to know. Hopefully, humanistic psychologists are not in the latter category. So what we have here is a bit of a mixture, and I hope it is not too incoherent.     

Encountering non-Christian Chinese international students: cross-cultural adaptive practices of local Christian organisations in the UK

ABSTRACT

This paper explores the cross-cultural organisational adaptation of host religious organisations through their interaction with non-Christian Chinese international students in the UK. Grounded in Kim’s integrative adaptation theory, the research employed the methods of participant observation, interviews and document analysis to examine the interaction of international students with two specific churches (part of the Church of Scotland). The study found that in order to provide international engagement, the churches in question underwent cross-cultural organisational adaptation and transformation with a consideration of the cultural differences and the needs of Chinese students in intercultural communication, including in terms of multicultural team building, the improvement of intercultural competence and adaptive religious practices. These adaptive transformations or ‘customised services’ attracted and engaged large numbers of Chinese students in the intercultural interaction surrounding congregations. The cultural adaptation of host congregations contributes to the quality of social support for international students as well as the intercultural expansion of Christian values and beliefs throughout the trend of student mobility.     

Investigating Inter-Christian and Intercultural Couples Associated with the Greek Orthodox Archdiocese of America: A Qualitative Research Project

This qualitative research project described individual, marital, and family challenges from the perspective of 376 intermarried respondents associated with the Greek Orthodox Archdiocese of America. Participants' observations generally suggested that their religious and cultural differences enriched their own and their family's well-being. However, some participants described pervasive and lingering unresolved couple disagreements linked to their religious and cultural differences. These differences seemed to have a decidedly negative impact on individual, couple, and family well-being. Clinical implications suggest that intermarried couples' different religious and cultural backgrounds may be interconnected to the presenting problem(s) of couples.     

Elementary schoolchildren's perceived competence and physical activity involvement: the influence of parents' role modelling behaviours and perceptions of their child's competence

ObjectivesTo study the influence of fathers' and mothers' physical activity involvement and perceptions of their children's physical competence upon children's perceptions of competence and children's time spent in physical activity. Two forms of parental socialization influence were assessed: the direct influence of parents' actual physical activity (PA) behaviour (role modelling) on children's physical activity and the indirect influence of parents' beliefs systems about their children's PA competence on children's physical activity through children's self perceptions.MethodsLongitudinal, with data from 152 French children (M=9.5 yrs, SD=0.8 yrs) and their parents collected at two times over a 12-month period and examined through structural equation modelling (SEM).ResultsSEM indicated that mothers' role modelling behaviour had a direct effect on children's time spent in PA and that mothers' beliefs about their child's competence had an indirect effect on children's PA by influencing children's perceived competence which, in turn, contributed to children's level of physical activity involvement. Fathers' beliefs directly influenced their child's PA as did the children's own self-perceptions of competence.ConclusionsParents can affect their children's PA involvement in direct and indirect manners through their role modelling of physical activity and through their beliefs about their child's competence. Furthermore, the influence of fathers and mothers may be manifested in different ways. Father and mother could influence their child's PA by different processes.     

Philosophical foundations of humanistic psychology

Abstract

From the perspective of the history of Western thought, humanism is a philosophy based on the belief that the human is irreducible to other forms of life, whether material or Divine. To the extent that humanistic psychology has its roots in the humanist tradition, it shares this conviction that the human cannot be understood except in its own terms. This report will review the philosophical precedents for this perspective on the nature of human functioning, and will then consider whether or not the fruits of humanistic‐psychological labor over the last 35 years have borne out the promises of its approach.     

Serving Families of Children with Developmental Disabilities

Abstract

Increased cultural diversity in the United States and elsewhere in the west requires that the school special services providers be aware of differences among identity groups, and sensitive to how these variations influence parents' perceptions of, and responses to, their child with a developmental disability. Because concern about diversity is relatively recent, the data base for action is virtually nonexistent. Nonetheless, there exists sufficient information to alert the special services provider to such factors as culture, religion, race, and social class in developing service programs. Understanding the values, beliefs, and experiences of families enables one to provide more effective services than does operating with the assumption that everyone views the world through essentially the same lens.     

“When you're coming from the reserve you're not supposed to make it”: Stories of Aboriginal athletes pursuing sport and academic careers in “mainstream” cultural contexts

ObjectivesThis project responds to the call for athletic career development and transitions research that centralizes the constitutive role of culture in athletes' experiences (Stambulova & Alfermann, 2009; Stambulova & Ryba, 2014). Within, we explore the cultural transitions of Aboriginal hockey players (14–22 years old) relocated into “mainstream” (Euro-Canadian) cultural contexts to pursue dual careers as students and athletes.DesignThe research was framed as a cultural sport psychology initiative. The project was rooted in a local Indigenous decolonizing methodology, which was brought forward via a participatory action research approach.MethodsMandala drawings and conversational interviews were employed as open-ended data collection processes that enabled the participants to share their stories and meanings through their own cultural perspectives. Vignettes were then used to present their accounts.ResultsThe participants' careers as athletes and students were precariously navigated within larger cultural tensions to: (a) deal with a loss of belonging in the Aboriginal community; (b) break down negative stereotypes and attitudes that Aboriginal people are not able to “make it”; and (c) give back to the Aboriginal communities they relocated away from.ConclusionsThrough a culturally resonant mode of knowledge production, the research uncovers contextual understandings of the cultural transitions experienced by Aboriginal athletes, revealing how this transition intersects with and shapes their dual careers. The project offers insight into the central role of culture in shaping athletes' dual careers, and provides impetus for more idiosyncratic approaches to be adopted in future research.     

An innovative group experience for couples expecting their first child

Abstract

This paper presents a pilot project that was developed to work with small groups of couples in which the women were pregnant with their first child. The primary purpose was to stimulate couples to become aware of their communications and support systems as the necessary building blocks for healthy family emotional development. Pregnancy can be seen as a transitional period leading to another life stage in the growth of an individual. The format, topics, evaluation and summary are presented with the hope that other mental health professionals will be motivated to develop similar groups.