Dealing with the other between the ethical and the moral: albinism on the African continent

Albinism is a global public health issue but it assumes a peculiar nature in the African continent due, in part, to the social stigma faced by persons with albinism (PWAs) in Africa. I argue that there are two essential reasons for this precarious situation. First, in the African consciousness, albinism is an alterity or otherness. The PWA in Africa is not merely a physical other but also an ontological other in the African community of beings, which provides a hermeneutic for the stigmatising separateness or difference of the PWA. The second reason hinges on a distinction drawn by Jürgen Habermas between the ethical point of view and the moral point of view. While the former consists of the ethos, customs, or idea of the good shared by a group of persons with a shared tradition or way of life, the latter consists of what is good for all and transcends particular traditions or ways of life. Consequently, the African ethical point of view, the ethics of solidarity, justifies within the African worldview the established alterity and, by implication, stigmatization of PWAs. On this view, actions that promote harmony and prevent discord and disequilibrium among accepted beings in the African community are permissible. I further show that unless there is a change in the physical and ontological conception of PWAs and a leap from the ethical point of view to the moral point of view, the negative attitudes toward PWAs will not change. The leap to the moral point of view does not suggest an abandonment of the ethical point of view but only recommends that the two meet halfway in respect for universally accepted norms of human actions. To achieve this, I will show that much needs to be done in the areas of policy formulation, law, health care services, and education.     

Joint action and joint attention: Drawing parallels between the literatures

Two of the most important milestones in children's development are joint action (acting with others) and joint attention (attending with others). These are popular fields in both psychology and philosophy but have formed surprisingly independent literatures despite the close similarities they share in terms of theoretical and methodological issues. This article systematically compares these fields and draws attention to specific and more general ways in which each could benefit from the other if communication between them were increased. We highlight a clear opportunity within these fields, but this could be a useful approach in cognitive science more generally.     

Comments on two recent methods for analyzing the psychotherapeutic process

The Psychological Record -     

Cognitive parallels between moral judgment and modal judgment

A central question in the study of moral psychology is how immediate intuition interacts with more thoughtful deliberation in the generation of moral judgments. The present study sheds additional light on this question by comparing adults’ judgments of moral permissibility with their judgments of physical possibility—a form of judgment that also involves the coordination of intuition and deliberation (Shtulman, Cognitive Development 24:293–309, 2009). Participants (N = 146) were asked to judge the permissibility of 16 extraordinary actions (e.g., Is it ever morally permissible for an 80-year-old woman to have sex with a 20-year-old man?) and the possibility of 16 extraordinary events (e.g., Will it ever be physically possible for humans to bring an extinct species back to life?). Their tendency to judge the extraordinary events as possible was predictive of their tendency to judge the extraordinary actions as permissible, even when controlling for disgust sensitivity. Moreover, participants’ justification and response latency patterns were correlated across domains. Taken together, these findings suggest that modal judgment and moral judgment may be linked by a common inference strategy, with some individuals focusing on why actions/events that do not occur cannot occur, and others focusing on how those same actions/events could occur.     

Phase analysis of burnout and other psychological phenomena

Phase analysis appears to have the potential to increase knowledge and improve ameliorative solutions for burnout. This article explored potential uses of the phase models of burnout and social and practical implications of the phases. The use of phase analysis to increase understanding of other psychological phenomena such as anxiety, citizenship behavior, and hardiness is introduced.     

Group process and group phenomena on the Internet.

This article identifies group processes and group phenomena in discussion lists on the Internet and examines the differences and similarities with the processes in small and large groups. Group dynamics and phenomena, such as boundaries, cohesion, transference, scapegoating, and the leader's role are addressed. Large group features, such as alienation, vulnerability, and the vast amount of issues discussed in parallel are described. There are similarities between the discussion list and small groups on issues of cohesion and group norms, and in the psychological mechanisms of transference and scapegoating. There are differences regarding the contract, boundaries, leaving the group, and extra-group socialization. Although many of the phenomena described resemble a large group, a discussion list on the Internet maintains the illusion of being a small group and frequently acts like one. While a virtual therapy group would be somewhat different from a real group, it could nonetheless be useful.     

Reflections on the process of psychotherapeutic change as applied to medical situations

This article takes the basic ideas on the process of changing implicit knowledge put forward in this special issue, and extends them beyond psychotherapy to include other therapeutic relationships that occur in medicine. One vignette, from an encounter between a medical student and a dying patient, illustrates how a “moment of meeting” changes the student as well as the patient. The second shows how therapeutic interventions for new mothers with their newborn infants involve “moments of meeting” that alter the mother's implicit knowledge of her baby and of herself as a mother. © 1998 Michigan Association for Infant Mental Health     

Exploring the perceptual biases associated with believing and disbelieving in paranormal phenomena

Ninety-five participants (32 believers, 30 disbelievers and 33 neutral believers in the paranormal) participated in an experiment comprising one visual and one auditory block of trials. Each block included one ESP, two degraded stimuli and one random trial. Each trial included 8 screens or epochs of “random” noise. Participants entered a guess if they perceived a stimulus or changed their mind about stimulus identity, rated guesses for confidence and made notes during each trial. Believers and disbelievers did not differ in the number of guesses made, or in their ability to detect degraded stimuli. Believers displayed a trend toward making faster guesses for some conditions and significantly higher confidence and more misidentifications concerning guesses than disbelievers. Guesses, misidentifications and faster response latencies were generally more likely in the visual than auditory conditions. ESP performance was no different from chance. ESP performance did not differ between belief groups or sensory modalities.     

Ambiguity: Spiritual and psychotherapeutic aspects

Ambiguity is treated here as one of the interfaces between spirituality and psychotherapy. The multiplicity of spiritualities and the characteristics of spiritual leaders are discussed, the latter contrasted with the tenets of traditional psychotherapy. Similar and integrative aspects of spiritual and psychotherapeutic sojourners are examined.     

Exploring the process of progressive disorientation

While an increasing number of behavioral studies examining spatial cognition use experimental paradigms involving disorientation, the process by which one becomes disoriented is not well explored. The current study examined this process using a paradigm in which participants were blindfolded and underwent a succession of 70° or 200° passive, whole body rotations around a fixed vertical axis. After each rotation, participants used a pointer to indicate either their heading at the start of the most recent turn or their heading at the start of the current series of turns. Analyses showed that in both cases, mean pointing errors increased gradually over successive turns. In addition to the gradual loss of orientation indicated by this increase, analysis of the pointing errors also showed evidence of occasional, abrupt loss orientation. Results indicate multiple routes from an oriented to a disoriented state, and shed light on the process of becoming disoriented.     

The move from categories to process: Attachment phenomena and clinical evaluation

Despite the degree to which attachment theory and research have been embraced by clinicians in recent years, many remain unsure as to what this perspective adds to clinical understanding and psychodynamic thinking about the clinical process. In this article, I outline some ways that developments in the study of attachment have the potential to enrich our clinical work with children and families, and may be particularly illuminating with respect to certain aspects of evaluation, formulation, and diagnosis. This added value comes not from formally assessing patients' attachment classification but from sensitizing clinicians to observing the functioning of the attachment system and to the internal and interpersonal functions of attachment processes. Such awareness on the part of the therapist makes it possible for these dynamic regulatory, defense, and motivational systems to be addressed within the context of evaluation and ongoing psychotherapeutic work. Thinking about attachment processes within the clinical situation does not supplant other aspects of dynamically oriented assessment and evaluation, but rather is theoretically consistent with psychoanalytic models of development and offers new levels of richness and understanding to formulations and treatment planning.