A walk through time: What you should have read by now or will read soon about psychotherapy

In this paper a five years analysis of psychotherapy is done. The sample, taken from the PsycLIT was composed of 2694 books and book's chapters which deal with psychotherapy from many perspectives. Results are offered about first author's sex, institutional affiliation and country. Besides, the content of each book and chapter is analyzed in terms of the therapeutic approach followed, the pathology and sample treated, and the specific theme or author's work reviewed. The paper ends with a thorough discussion of the most relevant results found and brief comments about the future of psychotherapy.     

Solutions to Infertility: Even the Simplest Medical Answer Raises Troubling Ethical Questions for Catholics

The purpose of this article is to consider the ethical issues surrounding the “simplest” case of in vitro fertilization from the author's interpretation of a Catholic perspective. (Editor's Note. Any references to Catholicism or Catholic perspective refer to the author's interpretation.)     

Dreamwork beyond psychoanalysis

Abstract

Dr. Montague Ullman's work with dream groups is the main subject of this paper. After detailing his method there follows an account of the author's experience in a dream workshop run by Dr. Ullman. The theoretical issues involved in this work are discussed, particularly the ideas of Trigant Burrow, an early American analyst who believed in species connectedness, and David Bohm's theory of implicate order. Dr. Ullman's intention to return to the healing process in dreams to ordinary people is connected with the author's paper “Thoughts on the Healing Process.” The implications for psychoanalysis of these holistic ideas are considered.     

Rejoinder to Wall

Edmund Wall's criticism of the author's earlier analysis of Hare's consequentialism and Kantian ethics claims that the author overlooked Hare's commitment to preference satisfaction as an “ultimate good.” This rejoinder points out that Hare never uses the phrase in question, nor any equivalent phrase or concept, in presenting his own arguments and refers only to the standard of “universalizability” as ultimate, in contexts that support the author's original argument. Hence Wall has only given us yet another example of how Hare's views can be misunderstood by philosophers who fail to attend to the details of Hare's approach.     

THE REGRESS-PROBLEM: A REPLY TO VERMAZEN

This paper is intended to meet some objections that Vermazen has raised about the treatment of the regress-problem in the author's book on the philosophy of action. This problem is shown to involve a skeptical claim about the very existence of actions as distinct from happenings. It is argued, against Vermazen's contention, that only one version of the problem is at work in that book and that, while Danto's basic actions, McCann's volitions and O'Shaughnessy's and Hornsby's tryings do not solve, after analysis, that version of the problem, the author's proposal does in fact provide a solution to it.     

Remembering Medard Boss

Abstract

The life and work of Medard Boss is reviewed. This overview includes the development of his daseinsanalysis, presenting its roots in psychoanalysis, existential phenomenological psychiatry, Heideggerian philosophy, and Indian thought. Also examined are Boss's contributions to the fields of psychotherapy, philosophy, and human scientific psychology. The latter contributions include Boss's explication of the meanings of three specific kinds of psychological phenomena: sexual disorders, bodily illnesses and injuries, and dreams. The article then concludes with the author's personal reflections on his experiences with daseinsanalysis and Medard Boss.     

Determinants of Integration and Confrontation in Internal Dialogues

Interest in the distinction between integrative and confrontational internal dialogues has been growing, as research suggests numerous positive functions of the former compared to the latter. The article proposes a theoretical approach to integration and confrontation in internal dialogue and an empirical method of measuring these processes. Exploratory research is also presented that seeks to identify personality‐related and situational determinants of integration and confrontation in internal dialogue simulating social relationships. Canonical correlation analysis did not establish personality determinants but it did reveal situational determinants (understood as cognitive interpretation of the enacted situation) behind integration and confrontation in internal dialogue. Perceiving the internal interlocutor as similar to the dialogue's author is associated with the author's integrative attitude. An increase in the wishfulness of the dialogue is accompanied by an increase in the author's confrontational attitude and the interlocutor's integrative attitude.     

Didn't You Run the Spell Checker? Effects of Type of Spelling Error and Use of a Spell Checker on Perceptions of the Author

We investigated expectations regarding a writer's responsibility to proofread text for spelling errors when using a word processor. Undergraduate students read an essay and completed a questionnaire regarding their perceptions of the author and the quality of the essay. We manipulated type of spelling error (no error, homophone error, non-homophone error) and information provided about the author's use of a spell checker (no information, author did not use a spell checker, author did use a spell checker). Participants' perceptions of the author's abilities and the quality of the essay suffered when the essay contained non-homophone spelling errors—errors that are typically flagged by a spell checker. Further, participants reported that they would be most likely to blame the writer rather than the spell checker for spelling errors contained in the text. These findings suggest that perceptions of both an author's abilities and the written products are affected by spelling errors. Even when supportive tools are available, the responsibility for producing error-free text remains with the author.     

On Learning to Inquire: Revisiting the Detailed Inquiry

This paper describes the author's experience of initial disorientation when encountering for the first time in supervision an interpersonal analytic approach with an emphasis on active questioning of the patient through the use of a detailed inquiry. This initial disorientation is linked to a predominant trend in psychoanalysis that generally opposes the use of questions as a significant means of analytic interaction. In contrast, Interpersonal approaches that make free use of inquiry are discussed in light of the author's clinical experience that learning to inquire contributed to a more finely tuned awareness of the analytic process.     

Can imagined intergroup contact change (internal) dialogues on differences between ingroup and outgroup?

Several positive functions have been ascribed to integrative internal dialogues (IDs), which are based on mutual openness to a partner's viewpoint and a readiness to consider his/her arguments in order to potentially modify one's own stance. As the technique of imagined intergroup contact (IIC) favorably influences attitudes towards outgroup members, it was hypothesized that IIC would have a beneficial impact on IDs with an outgroup member when the dialogue is focused on differences between ingroup and outgroup. In the experiment, 151 people (80 women) participated. It revealed that after IIC, both the dialogue author's confrontational attitude and the interlocutor's integrative attitude decreased. Thus, IIC made participants less inclined to gain an advantage over their imagined outgroup interlocutors and more inclined to give them freedom in IDs. However, the effect was significant only when the author's involvement in ID was high or medium.     

Starting from scratch: Developing clinical psychology training and services in Bangladesh

Abstract

This paper outlines the author's personal experience of contributing to the development of the first ever training in clinical psychology in Bangladesh. This was part of a link project between University College London and Dhaka University. It examines the challenges posed by such an enterprise through the author's experience of teaching and assessing patients in the local psychiatric wards. It questions the validity of exporting Western models of psychotherapy – psychoanalysis in particular – to a non-Western culture.     

Alphabetizing in old age

Abstract: A long term, intensive analysis with a woman in old old age is reported. An attempt is made to answer the question, ‘What, in analytic work, is healing?’. The patient's previous classical Jungian work is contrasted with the author's developmental perspective. It is suggested that an enactment, representing what Neville Symington has called an analyst's act of freedom, was crucial in effecting a profound transformation in the patient's psyche.     

Suicide: A decade review of the sociological literature

Major works on suicide are reviewed and classified into four analytic categories according to their theoretical emphasis: cultural, economic, modernization, and social integration perspectives. The research under these paradigms is assessed in terms of four themes. First, attention is drawn to research evidence that questions traditional theories. An example is Durkheim's position on social class and suicide. Second, the review notes several new theories including Phillips’ imitation thesis and the author's own model of migration's effects on suicide. Third, the paper observes and reviews explanations of new trends in suicide rates such as the rapid increase in youth suicide and the decline in suicide among the elderly. Finally, the review calls attention to explanations of suicide, such as that linking suicide to low marital solidarity, that have withstood the test of the more rigorous empirical testing of recent times.     

Another Strand of Our Diversity:

This article represents the author's attempt to open the subjects of disability and accessibility-for-all in the women's community and specifically the feminist therapy community. It is a revised version of a presentation given at the May 1990 Advanced Feminist Therapy Institute Conference in Chicago. The author's illnesses, CFIDS (Chronis Fatigue Immune Dysfunction Syndrome) and MCS/EI (Multiple Chemical Sensitivity/Environmental Illness) are "women's illnesses," and, as such, are generally misunderstood and ignored. For this reason, the author describes in some detail her personal experiences, physical and emotional, of becoming severely and chronically ill. She discusses shortcomings in the women's therapy community's response todisabled women and suggests some analysis of the phenomenon of what she calls the "active unwillingness to know."     

Erotic Education: Elaborating a Feminist and Faith‐Based Pedagogy for Experiential Learning in Religious Studies

This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the relational rationale of erotic education to interpret the author's design of a service or community‐based learning component in a course about contemporary U.S. Christian social justice movements, offered in both religiously‐affiliated and religiously‐inspired liberal arts colleges. The course case study not only chronicles the author's evolving pedagogical praxis as a feminist theologian teaching in Jesuit and Quaker institutions, but also is grounded in how the author's course embodies erotic education, that is, how specific objectives, learning practices, and assignments build and bolster relationships among students (in peer‐to‐peer small groups inside and outside the classroom) as well as among students and their community sites. In developing this framework and implementing it within this particular course, the author argues that erotic education emphasizes the naming and training of our existential desires for interpersonal relations in order to upbuild not only the individual but also the common good.     

An Auto‐Ethnographic Study of “Open Dialogue”: The Illumination of Snow

This auto‐ethnographic study describes the changes in the author's thinking and clinical work connected to her first‐hand experience of Open Dialogue, which is an innovative, psychosocial approach to severe psychiatric crises developed in Tornio, Finland. In charting this trajectory, there is an emphasis on three interrelated themes: the micropolitics of U.S. managed mental health care; the practice of “dialogicality” in Open Dialogue; and the historical, cultural, and scientific shifts that are encouraging the adaptation of Open Dialogue in the United States. The work of Gregory Bateson provides a conceptual framework that makes sense of the author's experience and the larger trends. The study portrays and underscores how family and network practices are essential to responding to psychiatric crises and should not be abandoned in favor of a reductionist, biomedical model.     

Making a Difference: A Tribute to E. Paul Torrance From the United Kingdom

This article pays tribute to the life and work of Ellis Paul Torrance as an individual, psychologist, and educator. It is written from the perspective of a UK psychologist, teacher, and academic, and it traces sequentially the impact of Torrance's work on the author's research and teaching in the United Kingdom. This includes a large-scale investigation into the views of 1,028 UK teachers and lecturers on creativity, teaching, and learning (Fryer, 1989, 1996; Fryer & Collings 1991a, 1991b); the development of undergraduate and postgraduate courses in applied creativity; and the establishment of a registered charity, The Creativity Centre Educational Trust, of which Torrance was the first honorary member. This article does not attempt to chart Torrance's many achievements (there are others who can do this better). Instead, the emphasis is on his personal qualities, his skill as a psychologist and an educator, and his influence on the author's own work in this field. Attention is drawn to an observation he made shortly before his death about performance on tests of creativity and intelligence and their relation to academic achievement. Torrance's landmark contribution to the understanding and practice of creative education is highlighted, and it is argued that his work is not only relevant to those identified as highly creative but also to education as a whole.     

Employee Evaluation As a Self-Validation Process

The author's self-validation model of interpersonal communication is applied to supervisor-subordinate relationships within the context of employee evaluation.