Therapists' perceptions of healthy family functioning

Abstract

For several decades family theorists, researchers, and clinicians have attempted to describe healthy and dysfunctional family functioning. The numerous articles and studies with this focus have been reviewed elsewhere (Riskin & Faunce, 1972; Jacob, 1975). Until recently a disproportionate amount of attention has been given to pathology. Several volumes in the past few years have tried to redress this bias by focusing primarily on healthy family functioning (Kantor & Lehr, 1976; Lewis, Beavers, Gossett & Phillips, 1976).     

Cognitive restructuring and a collaborative set in couples' work

Abstract

The present study investigated the effects of cognitive restructuring efforts aimed at modifying unrealistic beliefs marital partners might hold. Seventeen couples participated in the study, nine in the treatment group and eight in a waiting-list control group. The treatment program sought to impact proactively upon variables commonly agreed to as contributing to the creation of an optimistic, positive collaborative set as a prelude to behavioral change strategies: positive therapeutic expectations and relationship goals, and an enhanced base level of marital satisfaction. On all outcome measures, the treatment group showed significant gain scores as compared to the control group. Discussion of the results highlights the importance of marital therapists being particularly attuned to specific beliefs partners may hold pertaining to relationship issues.     

Memory for emotional faces in major depression following judgement of physical facial characteristics at encoding

The aim of the present study was to establish if patients with major depression (MD) exhibit a memory bias for sad faces, relative to happy and neutral, when the affective element of the faces is not explicitly processed at encoding. To this end, 16 psychiatric out-patients with MD and 18 healthy, never-depressed controls (HC) were presented with a series of emotional faces and were required to identify the gender of the individuals featured in the photographs. Participants were subsequently given a recognition memory test for these faces. At encoding, patients with MD exhibited a non-significant tendency towards slower gender identification (GI) times, relative to HC, for happy faces. However, the GI times of the two groups did not differ for sad or neutral faces. At memory testing, patients with MD did not exhibit the expected memory bias for sad faces. Similarly, HC did not demonstrate enhanced memory for happy faces. Overall, patients with MD were impaired in their memory for the faces relative to the HC. The current findings are consistent with the proposal that mood-congruent memory biases are contingent upon explicit processing of the emotional element of the to-be-remembered material at encoding.     

The Relationship Between Arousal and the Remembered Duration of Positive Events

The relation between affect and retrospective duration estimation has hardly been examined. In this paper, we contribute to filling this gap by studying the influence of arousal on the remembered duration of positive events. On the basis of the contextual change model, we expected that high‐arousal positive events would be remembered as longer compared with low‐arousal positive events. To test this hypothesis, we set up a naturalistic study in which participants were asked at the end of a pleasant amusement park ride at the local fair to rate how pleasant and aroused they felt during the ride as well as to estimate the ride's duration. Feeling more aroused during a ride was associated with longer estimates of the ride's duration. Results are discussed within the framework of retrospective time estimation models. Copyright © 2013 John Wiley & Sons, Ltd.     

Effects of Hardiness and Years of Military Service on Posttraumatic Stress Symptoms in U.S. Army Medics

We examined the effects of hardiness on symptoms of posttraumatic stress (PTS) in postdeployed U.S. Army medics (N = 322). Medics endure a high level of work-related stress on and off the battlefield. Hardiness correlated negatively with reports of PTS symptoms and moderated the cumulative effects of years of military service on PTS symptoms. After controlling for socially desirable responding, PTS symptoms increased with years of military service for those with low levels of hardiness and decreased with years of military service for those with very high levels of hardiness. The military’s current resiliency training programs would likely benefit from incorporating hardiness measures and principles into its curriculum.     

Existentialism and Humanism: Humanity—Know Thyself!

At times, an individual in modernity can feel dehumanised by work, by administration, by technology, and by political power. This experience of being dehumanised can take the individual to an existential awareness of the priority of existence over essence. But what does this existential experience mean? Are there ways in which this experience can reconnect the individual to her being human, or to her being part of humanity? Any such reconnection is further complicated by the suspicion that universal presuppositions concerning ‘humanity’ or ‘human being’ or ‘humanism’ carry pretensions of imperialist grandeur that must be challenged. How, then, might one proceed to connect existential vertigo with a culture of humanism that, while resisting such pretensions, nevertheless can find meaning for the dehumanised individual? In what follows I argue that a concept of modern metaphysics, with an aporetic (Hegelian) logic of subjective experience, can carry this reconnection of the I and the We, offering meaning not in the resolution of their opposition, but in learning that the meaning of their opposition, and the meaning of humanity, is learning, is our education. I argue that it is only within modern educational metaphysics that humanity and the individual Know Thyself.     

The Concept of Experience by John Dewey Revisited: Conceiving, Feeling and ��Enliving��

The concept of experience by John Dewey revisited: conceiving, feeling and ??enliving??. Dewey takes a few steps towards a differentiation of the concept of experience, such as the distinction between primary and secondary experience, or between ordinary (partial, raw, primitive) experience and complete, aesthetic experience. However, he does not provide a systematic elaboration of these distinctions. In the present text, a differentiation of Dewey??s concept of experience is proposed in terms of feeling, ??enliving?? (a neologism proposed in this paper) and conceiving. Feeling refers to the basic mode of experience where action, emotion, cognition and communication constitute an original unity. Enliving, aesthetic experience, constitutes the lifeworld, as a person-in-world experience. Even though enliving is holistic and relational, a certain distance emerges between action, emotion and cognition which allows contemplation and choice. Conceiving, on the other hand, refers to the isolating and abstracting understanding of the world with even greater distance between action, emotion and cognition. Such a differentiation provides a clearer understanding of the scope of education. It avoids the risks of regressive tendencies in the concept of experience, and it helps to include conceiving within the realm of experience.     

The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity

Understanding what numbers are means knowing several things. It means knowing how counting relates to numbers (called the cardinal principle or cardinality); it means knowing that each number is generated by adding one to the previous number (called the successor function or succession), and it means knowing that all and only sets whose members can be placed in one‐to‐one correspondence have the same number of items (called exact equality or equinumerosity). A previous study (Sarnecka & Carey, 2008) linked children's understanding of cardinality to their understanding of succession for the numbers five and six. This study investigates the link between cardinality and equinumerosity for these numbers, finding that children either understand both cardinality and equinumerosity or they understand neither. This suggests that cardinality and equinumerosity (along with succession) are interrelated facets of the concepts five and six, the acquisition of which is an important conceptual achievement of early childhood.