Factors affecting balance,agreement and positivity biases in POQ and POX triads

This review considers experiments which have tested triadic balance in POX and POQ structures. It is pointed out that balance is only one bias which affects subjects' responses to these structures. Of the others the most important are agreement and P/O positivity; these three biases act independently of each other and therefore should be considered as separate influences on subjects' responses. In addition, because they act independently, Newcomb's (1968) theory of interpersonal balance cannot be an adequate explanation of their operation. In an attempt to discover the different influences on balance, agreement, and positivity biases, experiments concerned with balance theory are reviewed in three sections: (1) a classification based on experimental task, (2) a classification based on characteristics of the triad, and (3) personality variables. It is concluded that there are different influences on the different biases, and that any attempt to assess their relative strength must consider the influences upon them. Finally, it is suggested that the view of biases as methods of encoding information about social structures should consider that such methods can be varied by subjects' knowledge or assumptions about that social structure.     

Hans Jonas's diagnosis of nihilism: The case of Heidegger

This paper is concerned with the implications of Husserl's phenomenological reformulation of the problem of error. Following Husserl, I argue that the phenomenon of error should not be understood as the accidental failure of a fully constituted cogito, but that it is itself constitutive of the cogito's formation. I thus show that the phenomenon of error plays a crucial role in our self-understanding as unified subjects of experience. In order to unpack this 'hermeneutical function' of error, I focus on three inter-related notions which are recurrently used by Husserl to refer to the central aspects of error apprehension: explosion (Explosion), replacement (Ersatz), and cancellation (Durchstreichung). My discussion, however, does not remain committed to the Husserlian framework as such. This is not only because Husserl's notion of explosion proves itself untenable, but because the Husserlian paradigm does not make room for a linguistic dimension intrinsic, in my view, to the realization of error. Hence, I proceed by reconstructing the Husserlian terms as tropes of realization, as narratological devices in the 'language game' of error. I argue that these hermeneutical devices are necessary for maintaining what Nietzsche would call the self's 'semblance of unity'. The assumption of one single subject is perhaps unnecessary; perhaps it is just as permissible to assume a multiplicity of subjects, whose interaction and struggle is the basis for our thought and our consciousness in general? (Nietzsche, The Will to Power #490)     

Attitudes of clinical psychologists towards clients with personality disorders

Previous studies have found that a variety of mental health professionals hold negative attitudes towards clients diagnosed with a personality disorder. These negative attitudes may lead to clients receiving a lower quality of service. Specialist training has been found to improve attitudes towards personality disorders but no empirical studies in Australia have examined this among clinical psychologists. In this study, the attitudes of 81 clinical psychologists towards clients with personality disorders were examined. We were specifically interested in investigating the relationship between recency of specialist training and clinician's attitudes as well as the influence of percentage of personality disorder clients on the clinician's caseload. Results demonstrated that both recency of specialist training and percentage of clients seen were associated with more positive attitudes; however, a higher caseload of clients with personality disorders was the most important predictor of positive attitudes. The implication is that recent participation in specialist training for personality disorders appears to be valuable in improving clinician's attitudes but that more positive attitudes are associated with seeing a greater number of individuals with personality disorders.     

The Dwelling Places of Self-Experience

Instead of dichotomizing psychic life as either intrapsychic or interpersonal, I suggest we think in terms of a continuum of self-experience from the most private or interior to the most public or exterior. I articulate four “domains”—phenomenologic, intrapersonal, interpsychic, and interpersonal—that constitute this spectrum of self-experience. Each domain lends a specific quality to one's internal life, and together (but in varying proportions) they constitute the psychic dwelling place unique to a given individual. This article illustrates how the variability among our patients in their habitual dwelling places may explain their diverse responses to differing analytic stances, interpretive approaches, and indeed, different analysts. A clinician's awareness of his or her own personal proclivity toward a more interior or more exterior orientation helps promote optimal contact with the patient's psychic life.     

Intuition in family therapy: A short manual on post-modern witchcraft

Intuition is an important part of a mature clinician's work. Yet, it is a component of clinical work which is looked upon with suspicion, due in part to the Middle-Age's association between intuition and the work of witches. This paper describes a tenuous link between intuition, witches, and Carl Whitaker. Patterns for including intuition in family therapy are discussed.     

Error adaptation in mental arithmetic

Until now, error and conflict adaptation have been studied extensively using simple laboratory tasks. A common finding is that responses slow down after errors. According to the conflict monitoring theory, performance should also improve after an error. However, this is usually not observed. In this study, we investigated whether the characteristics of the experimental paradigms normally used could explain this absence. More precisely, these paradigms have in common that behavioural adaptation has little room to be expressed. We therefore studied error and conflict adaptation effects in a task that encounters the richness of everyday life's behavioural adaptation—namely, mental arithmetic, where multiple solution strategies are available. In accordance with our hypothesis, we observed that posterror accuracy increases after errors in mental arithmetic. No support for conflict adaptation in mental arithmetic was found. Implications for current theories of conflict and error monitoring are discussed.     

Chapter 2 Using Self Psychology in Brief Psychotherapy

Abstract

This article seeks to help clinicians make the translation from theory to practice when using self psychology to do brief psychotherapy. After a theoretical overview and review of the literature, a series of organizing questions and frameworks is provided to facilitate the clinician's capacity to apply a self psychological point of view to the understanding and conduct of brief treatment.     

FORTY YEARS LATER: WHAT HAVE WE ACCOMPLISHED?

Abstract. I examine the responses to John Caiazza's “Athens, Jerusalem, and the Arrival of Techno‐Secularism” as part of Zygon's forty‐year anniversary symposium. The responses reveal that issues of modernism and postmodernism are central to understanding the dynamic of the current science‐religion/theology dialogue and that the resistance of many of the participants to the influences of postmodernism is a sign not of its backwardness but rather of some of the weaknesses inherent in the postmodern project. This does not mean that the many insights of postmodernism should be rejected. Rather, the science‐religion/theology dialogue may be in an intellectually opportune place to construct successors to the worn label of postmodernism.     

The assessment of adolescents: preconceptions and realizations

The paper explores, in detail, the process of a single assessment as it unfolds session by session. It draws attention to the inevitability of the clinician's harbouring preconceptions of all kinds - especially when working with adolescents. It focuses on the difficulty of withstanding those preconceptions and allowing the patient's true anxieties, conscious and unconscious, to emerge. The process is a complex one requiring close attention to transference and countertransference manifestations, to the central significance of observation, to Bion's notion of the opacity of memory and desire. The case, that of a hypochondriacal 17-year-old young woman, highlights some main concerns and defences of the age group, for example, somatization, separation, fears of madness, issues of identity and, most fundamental of all, sexuality.     

Children's understanding of their own and others' mental states. Part B. Understanding of others precedes self‐understanding for some false beliefs

We examined 3‐ to 6‐year‐old children's understanding of their own and another's false beliefs in two experiments using diverse deceptive box and unexpected transfer tasks. Tasks in the first experiment required the child to think about an absent person's responses to questions, whereas those in the second experiment used a confederate present during testing. Children performed better on deceptive box tasks when the other person was present rather than absent; they performed equally on accidental and intentional unexpected transfer tasks. Children understood the other's false beliefs by 4–5 years of age, and their own by 5–6 years of age. Children aged between 4 and 5 years appear to have greater difficulty discounting or ignoring misleading information when thinking about their own beliefs than when thinking about another's, at least for the particular false belief tasks employed. Inconsistencies between our findings and those of a recent meta‐analysis ( Wellman, Cross, & Watson, 2001 ) are easily reconciled.     

L’enfant réfugié en consultation : quelques considérations cliniques sur l’évaluation interculturelle

This article provides some cues to develop intercultural competency in clinical practice with migrant children and their families. Specific difficulties of refugee children in terms of psychopathology, school achievement and acculturation process are pointed out. A clinical vignette concerning a psychological assessment of an 11-year-old girl is presented to illustrate critical points. Some strategies to improve clinician's ability to provide services to people from diverse cultural backgrounds are discussed.     

Anger - the hidden destroyer A psychodynamic approach with the physically disabled

Abstract

A basic challenge in the psychodynamic counselling of the physically disabled is the engagement of anger in relation to the patient's disability. Regardless of a patient's age at the onset of disability, they will exhibit anger, resentment and frustration for losses they may have, or perceive themselves to have, endured. Healthy physical and psychological adaptation requires the disabled patient to ‘cope’ with their anger. Feelings of anger may impede, obstruct or even derail the impetus towards healthy psychological and behavioural functioning. The manner in which we learn to negotiate the vicissitudes of daily life is linked to our selfobject development. This development does not end when we become adolescents or young adults, but continues throughout our life span. The normative, healthy psychological maturation required for adaptive behaviour is vulnerable to a wide range of impediments acquired at any point along the individual's developmental continuum. As clinicians we need to keep in mind that the self-regulation of internalized emotional states is transacted through a complex set of characterological and personality traits that may be impaired, or wanting, eventually leading to maladjusted psychopathological states. The therapeutic function of the clinician is to redress those ego deficits that stand in the way of a fully creative and productive life. The intended aim of this paper is to illustrate the manner in which I engage with those physically disabled persons presenting anger. I shall consider the use of counter-transference responses as behavioural in modifying various forms of anger formation manifested by disabled clients. It is my position that a positive shift in a disabled person's ego ideal through empathic transference will help to alleviate their underlying hostility and other forms of anger. The paper commences with a brief review of the experience of the disabled in Western society. I shall then turn to an examination of the psychotherapeutic approach underpinning my work with disabled clients. The third section will describe and illustrate, through case material, the clinician's use of self in the dyadic transaction with disabled clients.

The power of a positive therapeutic outcome lies in the clinician's ability to engage with the client despite emotional content, clinical aptitude or specific approach. Empathic attunement brings into operation those mechanisms underpinning the dynamic process integral to the approach used in the above cases. Countertransference issues sometimes intervene in the unconstrained flow of therapy. Regardless, those issues that are salient to the client and are incorrectly handled by the clinician will appear recurrently until satisfactorily addressed. Further, even when errors are made in sessions, outcomes may be positive.

Whatever the initial purpose that brings a physically disabled person to therapy there will eventually be a need to address issues around their condition. It is not enough to ignore or accept a client's earliest statement that their disability Ms not a problem'. They may initially not have come into therapy for problems concerning their disability; however, the particular disability will ultimately play an important role as to how and what the person feels, thinks and believes about him or herself. In general, psychodynamic counselling with the physically disabled requires knowledge of disability issues as well as of counselling procedures. Those working with the disabled need to understand their own personal issues through analytic work and continued supervision. Working with the physically disabled can be overwhelming, frustrating and exhausting, but in the end is most rewarding.     

“A Failure of Curiosity”

ABSTRACT

This essay discusses the clinician's defense against and resolution of the experience of boredom in the countertransference as an incident of projective identification in the treatment of a woman with dissociative identity disorder. The essay details the inner mind of the therapist as she discovers both her own feelings and judgements of those feelings. As the essay progresses, she begins to grasp the significance of her discomfort in informing the therapeutic process. We watch as this material is made use of to move forward a stalled therapy into new territory.     

Foreknowledge,accidental necessity,and uncausability

Foreknowledge arguments attempt to show that infallible and exhaustive foreknowledge is incompatible with creaturely freedom. One particularly powerful foreknowledge argument employs the concept of accidental necessity. But an opponent of this argument might challenge it precisely because it employs the concept of accidental necessity. Indeed, Merricks (Philos Rev 118:29–57, 2009, Philos Rev 120:567–586, 2011a) and Zagzebski (Faith Philos 19(4):503–519, 2002, Stanford Encyclopedia of Philosophy, 2011) have each written favorably of such a response. In this paper, I aim to show that responding to the accidental necessity version of the foreknowledge argument by disputing the concept of accidental necessity, including doing so in the ways these authors do, does not constitute a successful response to the foreknowledge argument. This is because there is an only slightly modified but still well-motivated version of the foreknowledge argument which employs the notion of uncausability rather than accidental necessity; and this argument is not threatened by objections to the concept of accidental necessity, including those objections offered by Zagzebski and Merricks. As recent literature on the foreknowledge argument has emphasized, when a response to a foreknowledge argument fails to threaten an only slightly modified but still well-motivated version of that argument, the response in question is not successful. So the responses to the accidental necessity version of the foreknowledge argument I have mentioned are not successful. Moreover, those working on foreknowledge arguments more generally should take seriously the uncausability version of the foreknowledge argument articulated here, as it may well be that still more responses to the foreknowledge argument will not threaten it, either.     

The role of severity and intentionality in the intensity of Schadenfreude attribution: A developmental study of Danish children

Understanding envy and schadenfreude requires complex interpersonal social cognitive abilities, such as social comparison and evaluating the Self, but also understanding agency and intentionality. Previous studies of children's development of envy/schadenfreude addressed whether children understand and experience schadenfreude as opposed to compassion/sympathy or whether children's attribution of schadenfreude is a consequence of envy provoked by a disadvantageous social comparison. In this study, we take a step further and investigate the roles that agency and severity of the damage play in mediating children's attribution of schadenfreude. The participants were 144 Danish children aged 3–9 years divided into two age groups. Children were presented with eight stories supported by pictures showing intentional versus accidental and irreparable versus reparable damage to envied objects. The results show that the intensity of envy/schadenfreude, as well as the happy victimizer phenomenon, varies depending on the severity of damage, agency and intentionality. When damage is accidental, schadenfreude is expressed with less intensity compared to when damage is intentional (led by an agent). When damage is irreparable, children attribute less intense feelings of schadenfreude compared to when it is reparable. In addition, only the older children expressed reparable damage carrying more intense schadenfreude and only in the accidental condition. In general, children consider intentional and reparable damage more intense than accidental and irreparable damage, and this is mediated by age. The results are important for understanding the developmental trajectory of children's complex emotions and for educational programmes directed towards supporting this development.     

Why inconsistent leadership is regarded as procedurally unfair: the importance of social self‐esteem concerns

Three experimental studies examined to what extent leader's consistent use of procedures constitutes an important procedural fairness rule and influences people's reactions as a function of social self‐esteem. In line with a recent claim that more attention should be devoted to different procedural fairness rules (Brockner, Ackerman, & Fairchild, 2001 ), the findings of Study 1 demonstrated that inconsistent leaders were evaluated as less procedurally fair and influenced feelings of uncertainty about oneself in ongoing interpersonal interactions. Study 2 showed that manipulating leader's consistency influenced people's procedural fairness judgments and willingness to replace the leader, but only among those low in social self‐esteem (SSE). Finally, Study 3, using another consistency manipulation, demonstrated that variations in consistency made participants feel bad about themselves, particularly when they were low in SSE. These findings are discussed in light of research on relational models of justice and sociometer theory. Copyright © 2003 John Wiley & Sons, Ltd.     

On the Sensible Application of Familywise Alpha Adjustment

This essay responds to Daniel O'Keefe's “Against Familywise Alpha Adjustment.” Whereas O'Keefe maintains that one should never attempt to control Type I error introduced when many statistical tests are conducted, this essay argues that alpha adjustment should be applied only in the narrowly circumscribed instance when the researcher wants to make a strong claim that there is no Type I error in a specific collection of tests.     

Logically Speaking: Evidence for Item-Based Acquisition of the Connectives AND & OR

Error is a pervasive and inescapable aspect of empirical science, and it often plays a causal role in experimental outcomes. But little is known about children's understanding of the causes and consequences of experimental error. In this article, we propose a new framework for characterizing experimental error and we use that framework to guide an empirical assessment of elementary school children's understanding of error, their use of theory and evidence in guiding this understanding, and the role of context in reasoning about error. We found that 2nd- and 4th-grade children could both propose and recognize potential sources of error before they could design unconfounded experiments. They used evidence to guide their reasoning, making predictions and drawing conclusions based on the design of their experiments, and they were sensitive to the context of reasoning: They differentiated the role of error in relative and absolute measurements. Long before children have acquired the formal procedures necessary to control error, they have a surprisingly rich-albeit unsystematic-understanding of its various sources.