'Psychodynamic and Religious?' Religiously committed psychodynamic counsellors,in training and practice

This article supports a case for an increased research focus upon and within counsellor training with consideration of the counsellor's religious orientation. This aspect of professional diversity was investigated via in-depth interviews with eight religiously-committed psychodynamic counsellors. Their accounts of experiences in training, supervision, personal therapy and professional practice were subjected to qualitative analysis using grounded theory methods. Three major themes were identified: changes occurring in participants' religiosity; aspects of disclosure of personal religious commitment; and the non-inclusion of religious issues within the counsellor training process. The latter theme emerged considerably more forcefully than the others, and produced an array of questions to stimulate further research.     

Recovery opportunities,work–home conflict,and emotional exhaustion among hematologists and oncologists in private practice

Hematologists and oncologists in private practice play a central role in the care provided for cancer patients. The present study analyzes stress and relaxation aspects in the work of hematologists and oncologists in private practice in Germany in relation to emotional exhaustion, as a core dimension of burnout syndrome. The study focuses on the opportunities for internal recovery using breaks and time out during the working day, the frequency of working on weekends and on vacation, and the physician’s work–home and home–work conflict. Postulated associations between the constructs were analyzed using a structural equation model. If work leads to conflicts in private life (work–home conflict), it is associated with greater emotional exhaustion. Working frequently at the weekend is associated with greater work–home conflict and indirectly with greater emotional exhaustion. By contrast, the availability of opportunities to relax and recover during the working day is associated with less work–home conflict and indirectly with less emotional exhaustion. These results underline the importance of internal recovery opportunities during the working day and a successful interplay between working and private life for the health of outpatient hematologists and oncologists.     

Examples,practice problems,or both? Effects on motivation and learning in shorter and longer sequences

Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP.     

Diagnosing true virtue? Remote scenarios,warranted virtue attributions,and virtuous medical practice

Immanuel Kant argues in the Foundations that remote scenarios are diagnostic of genuine virtue. When agents commonly thought to have a particular virtue fail to exhibit that virtue in an extreme situation, he argues, they do not truly have the virtue at all, and our propensities to fail in such ways indicate that true virtue might never have existed. Kant’s suggestion that failure to show, say, courage in extraordinary circumstances necessarily silences one’s claim to have genuine courage seems to rely on an implausibly demanding standard for warranted virtue attributions. In contrast to this approach, some philosophers—such as Robert Adams and John Doris—have argued for probabilistic accounts of warranted virtue attributions. But despite the initial plausibility of such accounts, I argue that a sole reliance on probabilistic approaches is inadequate, as they are insufficiently sensitive to considerations of credit and fault, which emerge when agents have developed various insurance strategies and protective capacities against their responding poorly to particular eventualities. I also argue that medical graduates should develop the sorts of virtuous dispositions necessary to protect patient welfare against various countervailing influences (even where such influences might be encountered only rarely), and that repeated failures to uphold the proper goals of medicine in emergency scenarios might indeed be diagnostic of whether an individual practitioner does have the relevant medical virtue. In closing, I consider the dispositions involved in friendship. I seek to develop a principled way of determining when remote scenarios can be illuminating of genuine friendship and genuine virtue.     

Law,professional practice,and professional organizations: Where do we go from here?

The ethical dilemmas presented to the practicing school psychologist by the plethora of laws that dictate procedures, policies, and instrumentation are discussed. The function of professional organizations, both national and state, is described as (a) anticipating legislation, (b) developing political impact, (c) affecting existing laws, and (d) affecting proposed legislation. Coordination of efforts among various groups and development of political expertise is urged as a way to approach issues of concern to both psychologists and their clients.     

Law,professional practice,and university preparation: Where do we go from here?

In this time of legal decisions which call much professional practice into question, it is well to ask ourselves questions as to why we are the object of court concern and how our preparation is related to our difficulties. It is suggested that current psychological practice is basically Aristotelian in nature and that our specialty suffers as a consequence. Several suggestions are presented for adjustments in university preparation. Intelligence testing and ability grouping are referred to throughout, for they have been primary targets of the courts. Examples pertaining to personality and other often measured psychological variables could have as appropriately been offered.     

Race/ethnicity and sex in U.S. occupations, 1970–2010: Implications for research,practice, and policy

We used census data on the civilian non-institutional adult population to analyze trends in labor force participation by race/ethnicity and sex in U.S. occupations from 1970 to 2010 in decennial periods. We examined these data for the main effects and interactions of race/ethnicity and sex across the total labor market and within 35 detailed occupations. Results from a log-linear analysis revealed that, as a whole (across race/ethnicity), more women participated in the labor force from 1970 to 2010. The proportions of working racial/ethnic minorities to both the population and the people in the labor force increased across all decades except for Black men. Although White (Caucasian) men continuously comprised the largest racial/ethnic–sex group working across five decades in absolute numbers, their percentage of the total working population declined from 1970 (54%) to 2010 (37%). In our analyses of 35 occupations, significant sex differences within racial/ethnic groups emerged. Overall, with some exceptions, Asian men and women and White women were more likely to be absorbed into occupations typically associated with professional status whereas Black, Hispanic, and American Indian men and women were more likely to be absorbed into occupations typically associated with low skill, low wages, and low status. Implications for the role of psychologists in future research, practice, and policy are discussed.     

“Turning a blind eye” on sexual abuse,boundary violations and therapeutic practice

This article explores the themes related to ‘turning a blind eye’. This is first discussed in terms of the marvellous benefits of turning a blind eye and not seeing; this is followed with a discussion about the dangers of seeing and encountering the erotic. History and myth are referenced. Sex is special: the most powerful of all sensual experiences and therefore brings with it the power to transform or distort the mind. The link is made between pivotal developments in psychoanalysis and blindness to erotic manifestations in both patients and therapists. There follows a detailed discussion of the correspondence between Jung and Freud concerning the former’s severe boundary violations with Sabina Spielrein. From there, I discuss later developments within psychoanalysis which continues the theme of ‘turning a blind eye’. I bring this theme up to date with a clinical example of my own illustrating a multiple reluctance to see sexual abuse. The discussion concludes with thoughts about seeing and not seeing erotic material and/or sexual abuse prompted by the grave of Jimmy Savile. I conclude this article with some additional ideas stimulated by the discussion following my original lecture.     

Distribution of practice and the Müller-Lyer illusion1

Two experiments were conducted to determine the influence of distribution of practice on the decrement of the Muller-Lyer illusion. In the first experiment, Ss judged the illusion figure 100 times per session in five sessions separated by intervals of seven days. In the second, Ss judged the figure 200 limes in a single session. The data were compared with those from an earlier experiment (Dewar, 1967) in which Ss judged the figure 100 times per session in five sessions separated by 24 h. In all three experiments two configurations of the illusion were used-one with a 60° angle between the obI ique lines and one with a 120° ang Ie. The distribution of practice did not influence the decrement of the illusion for the 120° figure. The only effect of this variable was to produce a more rapid practice decrement for the 60° figure when sessions of 100 trials were separated by a 24-h intewal.     

“If I didn’t write it,why would I remember it?” Effects of encoding,attention, and practice on accurate and false memory

In two experiments involving recall and recognition, we manipulated encoding strategies, attention, and practice in the Deese, Roediger, and McDermott false memory procedure. During the study of auditory word lists, participants listened to the words, wrote the words, wrote the second letter of the words, or counted backward by threes and wrote numbers in time with the words. The results from both experiments showed that, relative to the full-attention hear word condition, the divided-attention write number condition impaired accurate memory, but not false memory. In contrast, the focused-attention write word and write second letter conditions were comparable to the hear word condition in producing accurate memory, yet they were better at reducing false memory. But even after multiple study-test trials, people still falsely recalled or recognized words that they had never written during study. These results are consistent with predictions generated from fuzzy trace theory and the activation/monitoring framework.     

Gandhi’s perspective on non-violence and animals: ethical theory and moral practice

Mahatma Gandhi’s profound theory of non-violence takes into account both human beings and animals. His fundamental thought on the subject of protecting animals is the outcome of a cluster of theories, including the non-violence of Jainism, the teachings of the Gitā, Sānkhya, Christianity, and Tolstoy. While retaining the literal meaning of non-violence i.e. non-killing, Gandhi attributes to it certain features that expand its scope and yet also determine its limitations. He suggests that non-violence does not merely imply non-hurting in thought and deed, but that it entails an extension of love and compassion. He identifies its limitation by unmistakably denying the possibility of absolute non-violence. He defends his stance on animals on the basis of a wide range of perspectives: religious, scientific, political, as well as economic. Gandhi demands protection of their lives (rights) and also enhancement of their welfare. This paper aims (a) to philosophically analyse Gandhi’s doctrine of non-violence; (b) to demonstrate how he offers solutions based on non-violence for resolving issues of animal exploitation such as human–animal conflict, meat-eating, experimentation on animals etc.; (c) to systematize his accounts of animals.     

Spirituality and education for global citizenship: developing student teachers’ perceptions and practice

Education for Global Citizenship (E4GC) offers many opportunities to explore spirituality and a sense of how one fits into the world at a range of levels. Beyond the Curriculum Boundaries is a project that enables student teachers to consider E4GC alongside issues of multiculturalism, antiracism and democracy education, with a strong focus on religious education and geography. This paper outlines the ethos behind the project, identifies key elements and themes, appraises student responses, and evaluates key learning points. Student teachers respond to the module in a variety of ways that inform their learning and teaching, and development takes place on both personal and professional levels: as the project has developed the awareness of children’s worldviews and the sense of interconnectedness with others has grown, adding an increasingly spiritual dimension to learning. This article argues that E4GC provides an effective vehicle for supporting the often‐overlooked spiritual dimension of children development.     

Research in education: What influence on policy and practice?

This paper is set in a context where increased emphasis is being placed on the “consumer’s” role in research. It discusses the limitations of “knowledge base” approaches, which aim to deliver the findings of educational research to practitioners and policymakers. The tensions between what these consumers expect of research and what it can, in fact, offer are explored, and the conditions under which effective communication can be established are outlined and exemplified. It is argued, however, that the processes of such communication, if they are to establish the necessary engagement of consumers with researchers, will have to take account of the ways in which consumers are motivated and able to acquire new knowledge. In conclusion, it is argued that if the engagement is unsuccessful and the consumers are unconvinced of the value and validity of research findings for policy and practice, then researchers’ ideas will take a back seat in the debate about what is to count as high-quality work that should be funded. The function of research as the critical extension of knowledge may then be replaced by enquiry that comes up with the results the customer wants. Her current research interests are in the relationships among policy, practice and research, teachers’ thinking, provision for children with special educational needs and gender in education. Her best known recent book, with Donald McIntyre, isMaking Sense of Teaching (Open University Press).     

The Bergen left–right discrimination test: practice effects,reliable change indices,and strategic performance in the standard and alternate form with inverted stimuli

Several authors pointed out that left–right discrimination (LRD) tasks may be entangled with differential demands on mental rotation (MR). However, studies considering this interrelationship are rare. To differentially assess LRD of stimuli with varying additional demands on MR, we constructed and evaluated an extended version of the Bergen right–left discrimination (BRLD) test including additional subtests with inverted stickmen stimuli in 174 healthy participants (50♂, 124♀) and measured subjective reports on participants’ strategies to accomplish the task. Moreover, we analyzed practice effects and reliable change indices (RCIs) on BRLD performance, as well as gender differences. Performance significantly differed between subtests with high and low demands on MR with best scores on subtests with low demands on MR. Participants’ subjective strategies corroborate these results: MR was most frequently reported for subtests with highest MR demands (and lowest test performance). Pronounced practice effects were observed for all subtests. Sex differences were not observed. We conclude that our extended version of the BRLD allows for the differentiation between LRD with high and low demands on MR abilities. The type of stimulus materials is likely to be critical for the differential assessment of MR and LRD. Moreover, RCIs provide a basis for the clinical application of the BRLD.     

A multiple case study of teachers’ visions and reflective practice

Researchers have found that teachers’ visions of what they hope to instill in their students beyond curricular objectives are integral to their instruction and to larger decisions such as their career paths. The purpose of this research was to examine 10 in-service teachers, who taught in different geographic locations across the United States, their visions, and the ways in which these visions influenced their reflective curricular decisions and instructional actions. The researchers describe salient dimensions of visions, the actions teachers reported to enact visions, and the distance and tensions in enacting visions. Researchers used grounded theory and constant comparative analysis to analyze interviews, questionnaires, and artifacts. Findings explore the relationship between teachers’ visions and reflective practice as well as the alignment of instructional practices teachers report in supporting their respective visions. Implications for future research, theory, and practice are discussed.