Power becomes you: The effects of implicit and explicit power on the self

Some power cues are explicit, obvious and salient, while others are implicit, subtle and harder to detect. Drawing from research demonstrating that people assimilate to implicit cues and contrast from explicit ones, we suggest that implicit and explicit power cues have different effects on people. Two laboratory experiments found that when power cues were implicit, people in high power conditions assimilated to stereotypes of power; they had relatively higher independent self construals, and they were more likely to see themselves as autonomous from, rather than connected to, others. The opposite effect emerged when power cues were explicit. These effects were replicated in a third study, where working adults rated their own power at work and the explicitness of power cues in their workplaces. We also found that power and cue explicitness predicted co-worker support, and that this effect was mediated by self construals. These results suggest that the way power is conveyed and expressed can influence important outcomes in organizations.     

Let’s Play: Using Systemic and Experiential Techniques in the Play Therapy Instruction of MFT Masters’ Students

Marriage and family therapists are uniquely poised to work with entire families, including children. It is surprising then, that so few MFTs affiliate with play therapy. Many COAMFTE accredited masters’ programs offer some form of play therapy training, but therapists often report feeling uncomfortable with play therapy (Gil, 2015). In this paper, we offer a condensed refresher course on play therapy for MFTs, including suggested readings, materials, and instructions to expand training from a 2-day seminar to a 14-week course. We discuss the strengths and weaknesses of offering play therapy instruction as a semester long required course for masters’ students.     

The impact of verbal prompts on child safety-belt use in shopping carts

Each year thousands of children are injured by falling from shopping carts. Buckling children into the seats of shopping carts could prevent many of these injuries. A combined reversal and multiple baseline across settings design was used to evaluate the impact of verbal prompts on shopping cart safety-belt use in two stores. Safety-belt use increased following implementation of the verbal prompt. This study extends the literature on the efficacy of verbal prompting in the promotion of safety-belt use.     

Comorbidity Between Depression and Anxiety in Adolescents: Bridge Symptoms and Relevance of Risk and Protective Factors

Depression and anxiety are highly prevalent and comorbid in adolescents, and this co-occurrence leads to worse prognosis and additional difficulties. The relationship between depression and anxiety must be delineated to, in turn, reduce and prevent the comorbidity, however our knowledge is still limited. We used network analysis to investigate bridge symptoms; symptoms that connect individual depression and anxiety symptoms and thus can help explain the comorbidity. We also examined the role of relevant risk and protective factors in explaining these symptom-level associations between these disorders. We analyzed data from the Avon Longitudinal Study of Children and Parents (n?=?3670). Depression and anxiety symptoms, peer victimization, bullying, peer relational problems, prosocial behavior, and parental monitoring were assessed at a single time point around age 13 years. Stressful life events (SLEs) were assessed at age 11 years. We identified the most prominent bridge symptoms among depression (“feeling unhappy”, “feeling lonely”) and anxiety symptoms (“worrying about past”, “worrying about future”). Peer relational difficulties and SLEs were strongly associated with several depression and anxiety symptoms, such that these two risk factors created a link between individual depression and anxiety symptoms. Prosocial behavior had several negative associations with symptoms of both disorders, suggesting it can be an important protective factor.

     

Resolving the Paradox of Phenomenology through Kant's Aesthetics: Between Merleau-Ponty and Deleuze

Commentators have claimed that the philosophies of Merleau-Ponty and Deleuze converge upon a spatial field of sensation which is prior to representation. This essay will contest these readings by showing that, for Deleuze, the pre-representational spatial field of intensity is fundamentally split from thought. This “gap” between sensation and thought is, for Deleuze, fundamentally temporal, in that thought is continually open and passive to being violated and transformed by the sensible and the sensible is continually being pushed beyond itself by a certain kind of thought. This violent exchange across the gap between thought and sensibility is found, by Deleuze, in Kant's notion of the aesthetic idea. On the contrary, for Merleau-Ponty, Kant's aesthetics imply a non-conceptual “ground” shared by both thought and sensibility. By contrasting these two readings of Kant's aesthetics, this paper reveals the basic divergence between the philosophies of Deleuze and Merleau-Ponty.