Witnessing and Passing. Discussion of Prince's “The Self in Pain: The Paradox of Memory. The Paradox of Testimony”

The author indicates that she has two voices. One voice speaks to the patient's loneliness and detachment and her expectation to not be seen, believed, or acknowledged. This voice, housing the knowledge that events that remain unprocessed continue to have an impact, wants Dr. Prince to risk intrusion and preemption. This voice believes that it is worth it. The author's other voice considers bottomless wounds and speaks to the patient's need to build up healthy aspects of personality that is necessary to do the holocaust work. This voice holds that this is not the time for Dr. Prince to witness what happened to the patient, what the perpetrators of massive crimes did to her or what the onlookers saw and chose not to do. This voice says that the patients lead should be followed. The author elaborates on her two voices and indicates what she would have done had she been working with the patient.     

Imagining the Truth. Discussion of Prince's “The Self in Pain: The Paradox of Memory. The Paradox of Testimony”

The discussion highlights the significant role played by imagination in representing the horrors that resist representation. It is Dr. Tylim's position that imagination assists patient and analyst in overcoming the limitations of memory. Imagination is the gateway to truth. In working with survivors, the therapeutic encounter may become a stage where unspeakable experiences attain presence in their absence. The silence or the gaps are then the victim's testimony.     

A Review of: “The Secret Garden: Temenos For Individuation. 2004.”

abstract

Moulin Rouge. Written by Craig Pearce and Baz Luhrmann. Directed by Baz Luhrmann     

Decomposition: to what extent? The case of Turkish.

It has been proposed that in agglutinative languages, lexical access of morphologically complex words must involve decomposition rather than full listing (Frauenfelder & Schreuder, 1992; Hankamer, 1989). We tested this proposal in Turkish using a simple lexical decision task. Results show that multimorphemic words that consist of frequent affixes are processed as fast as monomorphemic words. This finding suggests that in languages with rich morphology, not all multimorphemic words are accessed in a decomposed form. To the extent that morphemes are in frequent use, they may induce whole-word rather than decompositional lexical access.     

A Review of: “The Fundamentals of Brain Development: Integrating Nature and Nurture. By Joan Stiles.”

Reviews the book The Fundamentals of Brain Development: Integrating Nature and Nurture by Joan Stiles. This volume examines the complex interactions between inheritance and experience by detailing the hows and whys of brain development from conception through adolescence. Weaving together evidence from neuroscience, embryology, genetics, physiology, and psychology, Stiles presents a tour-de-force guide of the metamorphoses that take place in the creation of the mammalian brain—metamorphoses that are often overlooked or misunderstood by an analysis of behavior alone. Throughout, many surprising and counterintuitive findings are set forth. The volume provides a stunning, in-depth, biologically based way of thinking about innateness, learning, and experience for a broader psychology audience.     

The Rôle of Clasping Activity in Adaptive Behavior of the Infant Chimpanzee: III. The Mechanism of Reinforcement

It is generally assumed that the attitudes of managers are somehow determinant of the policies of organizations toward the recruitment of ex-convicts. This study demonstrates that the recruiting policies of organizations are independent of the attitudes of managers. Attitudes of managers toward hiring ex-convicts were found to be negatively related to the age of the organization and to have a mixed relationship to the age, level of education, and length of service of managers.     

The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill

Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes first. The pursuit of happiness for both teachers and students is discussed, in the hopes of illuminating alternative images of teacher education.     

Which Horse do You Ride? Trauma from a Relational Perspective. Discussion of Prince's “The Self in Pain: The Paradox of Memory. The Paradox of Testimony”

Discussing Dr. Robert Prince's clinical case example, the author presents a relational psychoanalytic perspective on working with the traumatized patient. She considers the presentation of his work with a Holocaust survivor from a relational perspective with particular attention to the dyadic interaction, the intersubjectivity and co-creations of patient and analyst, and finally, addresses the role of the “witness” in psychoanalytic work. The idea of the witness has particular currency in contemporary psychoanalytic thinking. The author briefly examines the dimensions of the “witness” from a relational point of view. Consideration is also given to the necessary distinction between adult onset and childhood onset trauma and the repercussions of each for the analytic couple.     

The Development of “Vocational Interests”: I. The Organization of Likes and Dislikes in Ten-Year-Old Children

Seventy-two black, white, and Mexican-American boys and girls enrolled in the Lansing, Michigan, Head Start program were administered the Purdue Self-Concept Scale for Preschool Children (PSCS), and their teachers rated their self-esteem on Coopersmith's Behavior Rating Form (BRF). A low positive correlation was obtained between the scores on these two techniques. Analysis of variance showed no significant differences by ethnicity or sex on self-esteem measured by either the PSCS or the BRF. Although the literature on ethnic and sex differences in self-esteem is contradictory, these findings suggest that group differences may be minimal.     

Henry A. Murray. The making of a psychologist?

The work of Henry A. Murray at the Harvard Psychological Clinic played a major role in shaping the face of American psychology. In particular, he was instrumental in broadening the scope of academic psychology to include such topics as personality, abnormal, and clinical psychologies as viable areas of research. However, by reason of his background and education, Murray had virtually nothing in common with his specialist-trained professional colleagues. This article details Murray's education and conversion to psychology and briefly analyzes the controversies surrounding the establishment of the Harvard Psychological Clinic and its relationship with the Department of Psychology.