POWER IN SOCIAL ORGANIZATION AS THE SUBJECT OF JUSTICE

Abstract: The paper suggests that the state is subject to assessment according to principles of social justice because state institutions or practices exercise forms of power over which no particular person has control. This rationale for assessment of social justice equally applies to legally optional or informal social practices. But it does not apply to individual conduct. Indeed, it follows that principles of social justice cannot provide a basis for the assessment and guidance of individual choice. The paper develops this practice‐based conception of the subject of justice by rejoining G. A. Cohen's influential critique of Rawls’ focus on the “basic structure” of society.     

Emotion and underlying concerns during couples' conflict: An investigation of within‐person change

This study investigated how emotion changes within persons across different episodes of romantic relationship conflict. Presumably, changes in different types of emotion are linked to changes in the types of underlying adaptive concerns people have during conflict, which in turn are linked to changes in the types of emotion that one's partner is perceived to express. Over the span of 8 weeks, 105 college students in romantic relationships completed between 2 and 5 online assessments of a recent relationship conflict. Hierarchical linear modeling was used to distinguish within‐person effects from between‐person effects. Results confirmed expected differences between types of emotion and types of underlying concern, indicated that most effects occur at the within‐person level, and identified mediating pathways.     

Family Therapy Training in Clinical Psychology Programs

In a national questionnaire survey of graduate programs offering the Ph.D. or Psy.D. in clinical psychology, the status of family therapy training was examined. With a 79 per cent response rate (102 programs), the study found that 10 per cent of the nationwide faculty identified themselves as primarily family therapy oriented, 32 per cent of the programs had no family-oriented faculty members, 18 per cent of all psychotherapy courses were family therapy courses, and 21 per cent of the schools had no family therapy course. The ratings of the importance of providing students with family therapy training were found to be unrelated to the number of family therapy courses available but positively correlated with the percentage of family therapy courses within the total curriculum.