Introduction to the Special Theme Issue on Health Disparities,Trauma, Disruptive and Criminal Behaviors and the Adolescent Brain: Conference Collaborators,Major Developments in Conference Planning,and Overview of the Articles

ABSTRACT

The November 21, 2015, conference Health Disparities, Trauma, Disruptive and Criminal Behaviors and the Adolescent Brain, examined the national problem of youth incarceration by exploring research on the adolescent brain, trauma, poverty, racism, health disparities and mental health treatment. This special theme issue of the Journal of Infant, Child and Adolescent Psychotherapy provides an opportunity for selected authors to contribute original articles that capture their contributions to the conference event. The purpose of this article is to provide an introduction to this special theme issue. This article provides an overview of the following: the roots of the conference, including the role of numerous collaborators; specific major developments that contributed to the evolution of the conference focus; and a brief overview of the actual articles that have been selected for inclusion in the theme issue.     

Taking an elemental approach to the conceptualization and measurement of Machiavellianism,narcissism, and psychopathy

The study of aversive or ‘dark’ personality traits (e.g., Machiavellianism, narcissism, and psychopathy) is afflicted by three types of issues. Measures of aversive traits that are meant to assess the same traits often capture different content—an issue of jingle. Measures that are meant to assess different traits often capture near-identical content—an issue of jangle. Finally, disagreement over what unites aversive personality traits leads to different conclusions about what is and is not an aversive personality trait—an issue of conceptual centrality. This study outlines how decomposing personality traits into smaller elements can address these three issues. It also provides a primer on the history and assessment of these traits and sets an agenda for future research.     

Beth definability,interpolation and language splitting

Both the Beth definability theorem and Craig’s lemma (interpolation theorem from now on) deal with the issue of the entanglement of one language L ₁ with another language L ₂, that is to say, information transfer—or the lack of such transfer—between the two languages. The notion of splitting we study below looks into this issue. We briefly relate our own results in this area as well as the results of other researchers like Kourousias and Makinson, and Peppas, Chopra and Foo. Section 3 does contain one apparently new theorem.     

Surviving Abuse: Shame,Anger, Forgiveness

The issue of forgiveness affects everyone at some time or another; whether young or old, male or female, Christian or not. For the survivor of abuse, the issue of forgiveness journeys with them profoundly influencing their life, their recovery, and even their faith. Surviving Abuse: Shame, Anger, Forgiveness is an attempt to develop a theology of forgiveness from the perspective of a survivor of abuse.     

VIOLENCE,MEMORY, AND THE DYNAMICS OF TRANSNATIONAL YOUTH FORMATIONS

This editorial introduces and contextualizes five scholarly papers on ‘Violence, Memory, and the Dynamics of Transnational Youth Formations.’ The topic of this special issue is conceptually organized around theories of postcolonial and diasporic citizenship and probes the extent to which these theories have shaped the discursive field of ‘youth formations’. We outline how an emerging scholarly field on youth cultures, youth activism and youth political organizations has responded to the new challenges of globalization and transnational mobilization. As experiences and memories of violence give shape to these mobilizations as well as the social imaginations characterizing youth movements, this special issue takes an interest in drawing connections between different youth formations. In establishing such a comparative lens, we contribute to ongoing discussions in Sikh Studies on youth issues in relation to violence, discrimination and transnational mobilization.     

“Blessed Are You Who Are Poor”: The Poor in Together towards Life,The Cape Town Commitment,and Evangelii Gaudium

The present article explores the issue of the poor in three recent major documents on mission and evangelism/evangelization – Together towards Life (TTL), The Cape Town Commitment (CCT), and Evangelii Gaudium (EG) – arguing that they have several commonalities, as well as differences, with regard to mission and the poor. In convergence, they acknowledge a central place of the poor in Christian mission; address personal and structural aspects of poverty; and perceive the poor in close relation to other disadvantaged groups. But they diverge in emphases: TTL focuses on the role of the Spirit of God in empowering the poor/marginalized, acknowledges the agency of the poor/marginalized, and sees them in close relation to the earth/creation in their cry for justice; CTC introduces the issue of poverty in the framework of the spiritual warfare discourse, addresses the challenging topic of the prosperity gospel, and reasons biblically for the cause of the poor; and EG critiques contemporary socio‐economic realities, emphasizes that the church as a whole must champion the poor, and warns against peace efforts becoming a pretext for neglecting the poor. This article argues that a “synoptic” reading of the three documents on the topic allows us to benefit from the rich ecclesial and theological traditions behind the texts, and can engender more appropriate responses for both missiology and mission on this important issue.     

Deliberation,Reasons, and Alternatives

A plausible constraint on normative reasons to act is that it must make sense to use them as premises in deliberation. I argue that a central sort of deliberation – what Bratman calls partial planning – is question‐directed: it is over, and aims to resolve, deliberative questions. Whether it makes sense to use some consideration as a premise in deliberation in a case of partial planning can vary with the deliberative question at issue. I argue that the best explanation for this is that reasons are contrastive or relativized to deliberative questions.     

Empirical Evidence,Community Standards,and the Boundaries of Obscenity: A Test Case

This article examines the issue of community standards and the role such standards play in demarcating the boundaries of obscenity. A brief discussion of the landmark Miller decision, its impact on obscenity statutes, and a consideration of the criticisms of the Miller decision, particularly those pertaining to the test of obscenity, are discussed. The potential of social science research and empirical evidence to aid in the determination of community standards regarding obscenity is considered. Results are presented from an empirical investigation of community standards on obscenity in a particular local community in the state of Louisiana.     

Transformation,fear, and freedom in Teaching to Transgress

One of four short essays published in this issue of the journal to celebrate the 25th anniversary of bell hooks's classic text book, Teaching to Transgress (1994). The authors reflect on the importance of this text for their teaching, when they discovered it, and how it has shaped their approach to the classroom, as illustrated in a particular teaching strategy or assignment that they have used that is inspired by the book.     

Learning on the Ground: Ecology,Engagement, and Embodiment

If theological education is to prepare religious leaders who will respond faithfully and capably to ecological challenges, what models of teaching and learning will best equip them for this work? In conversation with environmental education theory and examples from diverse learning contexts, this paper proposes a model of “learning on the ground” which is characterized by engaged and embodied pedagogy through participation in earth‐honoring social practices. See a companion essay in this issue of the journal (Kevin J. O'Brien, “Balancing Critique and Commitment”) and a response to both these essays (Forrest Clingerman, “Pedagogy as a Field Guide to the Ecology of the Classroom”) also published in this issue of the journal.     

Confronting Deep Moral Disagreement: The President's Council on Bioethics,Moral Status,and Human Embryos

The report of the President's Council on Bioethics, Human Cloning and Human Dignity, addresses the central ethical, political, and policy issue in human embryonic stem cell research: the moral status of extracorporeal human embryos. The Council members were in sharp disagreement on this issue and essentially failed to adequately engage and respectfully acknowledge each others' deepest moral concerns, despite their stated commitment to do so. This essay provides a detailed critique of the two extreme views on the Council (i.e., embryos have full moral status or they have none at all) and then gives theoretical grounding for our judgment about the intermediate moral status of embryos. It also supplies an account of how to address profound moral disagreements in the public arena, especially by way of constructing a middle ground that deliberately pays sincere respect to the views of those with whom it has deep disagreements.     

The antitrust, discrimination, and malpractice implications of specialization

In response to pressure from applied psychologists for the creation of speciality certification boards, professional organizations (e.g., the American Psychological Association and the American Boards of Professional Psychology) have considered and developed specialization and specialty recognition rules. This process may raise potentially serious professional and legal ramitications. Consequently, this article evaluates significant antitrust, discrimination, and malpractice remifications connected with specialization and specialty recognition within the field of professional psychology. The issue raised in the antitrust and discrimination sections of the article affect the very creation of specialty boards, whereas the issue raised in the malpractice section may strongly affect the individual practitioner who becomes board certified. The overarching purpose of this article is to assess and explain the legal implications raised, to predict, where possible the legal treatment of particular specialization-related behavior, and to twarn about possible legal pitfalls and liabilities. Our goal is to arm specialization activity with foresight, so that this inevitable activity can be formulated responsibly by practitioners, specialty organization, and patient/consumers, in a direction useful both for psychology and society.     

Understanding,resisting, and overcoming oppression: toward psychopolitical validity

My first objective in this paper is to synthesize, synoptically, the literature on oppression and liberation with the contributions to this special issue. To fulfil this aim I introduce a framework for understanding, resisting, and overcoming oppression. The framework consists of psychopolitical well-being; experiences, consequences, and sources of oppression; and actions toward liberation. Each of these components is subdivided into 3 domains of oppression and well-being: collective, relational, and personal. Experiences of suffering as well as resistance and agency are part of the framework. My second objective is to offer ways of closing the gap between research and action on oppression and liberation. To do so I suggest 2 types of psychopolitical validity: epistemic and transformative.     

Compatibilism,determinism, and the identity theory

Two issues are raised with regard to Ted Honderich's A Theory of Determinism. First, regarding the relation between a token identity theory of mental and physical events and Honderich's ‘psychoneural union theory’, it is suggested that a token identity theory would serve Honderich's purposes while securing a simpler ontology. Second, it is argued that there is a substantive philosophical issue dividing compatibilists and incompatibilists on the question of whether persons possess free will, contrary to Honderich's contention that the compatibilist and incompatibilist differ only in responsive attitude.     

Forum: Teaching With,Against, and To Faith

These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies.     

Forgiveness,Reconciliation, and Mechila: Integrating the Jewish Concept of Forgiveness Into Clinical Practice

The professional literature diverges in defining the role of forgiveness and reconciliation in counseling regarding how forgiveness and reconciliation are conceptualized from a professional and secular perspective. The Jewish conceptualization of forgiveness is multifaceted; mechila, the forgiveness of debt, is particularly important in providing a framework for forgiveness when the issue of reconciliation is involved. The authors offer an explanation of the Jewish conceptualization of forgiveness and discuss a way to infuse the concept of mechila into counseling practice on a broader level with all clients.     

Ethos,pathos and logos in Aristotle's Rhetoric: A re-examination

In Aristotle's Rhetoric, logos must be conceived as enthymematical argumentation relative to the issue of the case. Ethos and pathos also can take the form of an enthymeme, but this argumentation doesn't relate (directly) to the issue. In this kind of enthymeme, the conclusion is relative to the ethos of the speaker or (reasons for) the pathos of the audience. In an ideal situation — with a good procedure and rational judges — logos dominates and in the real situation of Aristotle's time — with an imperfect procedure and irrational judges — ethos and pathos prevail.I should like to thank R. Berkenbosch and J. Wisse for their comments.     

Counseling the Gifted: Past,Present, and Future Directions

In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields.     

Awareness Techniques: A Model for Personal Growth

The following article is not part of this issue on “Sexism in Counseling.” It was to have appeared in the February 1975 issue of Counseling and Values on “New Frontiers in the Helping Relationship,” but due to space limitations we were unable to present it then.     

Intersubjective Distinctions: Subjects and Persons,Recognitions and Breakdowns: Commentary on Paper by Gerhardt,Sweetnam, and Borton

This paper on Bollas is part 2 of a series presenting the work of three contemporary theorists whose ideas are associated with the intersubjective turn in psychoanalysis. Part 1, on Benjamin, appeared in an earlier issue of Psychoanalytic Dialogues (Vol. 10, No. 1); Part 3, on Ehrenberg, will appear in a subsequent issue. The present paper presents the work of Christopher Bollas and attempts to show how his ideas have evolved in a more intersubjective direction over time without losing touch with what is paradigmatically psychoanalytic. Although our own authorial positioning is never quite declared, as our intention was to write a representational text characterizing Bollas's thinking regarding the issue of intersubjectivity, we have come to realize the unannounced selectivity of our interpretive position or biases—biases that never quite speak their name yet, as in all unnamed/disclaimed actions, exert their influence throughout. Not surprising for a paper on the intersubjective turn. Nevertheless, it should be noted that our intent was to foreground Bollas's theorizing as related to the intersubjective turn in its own right—indeed, to get lost in the dense foliage of his rich and generous theoretical-clinical thinking, as he in turn gets lost in the underground maze of his patient's inner world. What should be stated from the outset is that the tradition of cosmopolitan humanistic learning can be heard like the overtones of a gorgeous chord throughout all of Bollas's deeply thoughtful work and illustrates the layerings of self resounding in the conscious-unconscious psyche. Indeed, Bollas serves as one of the most creative interlocutors of unconscious processes, superbly adequate to the task of sleuthing the twists and turns of the unconscious as lived out through the self's idiomatic ways of being in the world.