The father's shadow/father's body

The shadow of the father plays an important role in a son's ability to live a creatively meaningful life. The mythological basis for the father's shadow is found in the myth of Cronos and his son Zeus. This myth symbolizes a father's body being intimately connected to his son getting in touch with his creative bright shadow. The conclusions reached regarding the importance of the father's shadow are based on research conducted with an ongoing men's group. An early underground phallus dream of Jung is examined, along with the creative work of a patient, both offering evidence of the importance of the body-bond with the father for a son's creative development.David Morgan, CSW, is a psychoanalyst in private practice in New York City and Teaneck, New Jersey.     

Conditionals,probability, and non-triviality

We show that the implicational fragment of intuitionism is the weakest logic with a non-trivial probabilistic semantics which satisfies the thesis that the probabilities of conditionals are conditional probabilities. We also show that several logics between intuitionism and classical logic also admit non-trivial probability functions which satisfy that thesis. On the other hand, we also prove that very weak assumptions concerning negation added to the core probability conditions with the restriction that probabilities of conditionals are conditional probabilities are sufficient to trivialize the semantics.     

Book reviews

Luba Gurdjieff: A Memoir with Recipes. Luba Gurdjieff Everitt with Marina C. Bear, 1993, Berkeley, California: Ten Speed Press 105 pp., £11.99, US$14.94 ISBN 0–89815–360–3

The Taste For Things That Are True. Henri Tracol, 1994 Longmead, Shaftesbury: Element Books 137 pp., £9.99, US$14.95 ISBN 1–85230–468–5

Religion Defined and Explained. Peter B. Clarke & Peter Byrne, 1993 London: Macmillan/New York: St Martin's Press 214 pp. £42.50, US$55.00 ISBN 0–33353–841–2

Sikhism and Christianity: A Comparative Study. W. Owen Cole & P. S. Sambhi, 1993 Basingstoke: Macmillan xii + 221 pp., £10.99 (pb), £35.00 (hb) ISBN 0–33354–107–3 (pb), 0–33354–106–5 (hb)

Hindu Children in Britain. Robert Jackson & Eleanor Nesbitt, 1993 Stoke‐on‐Trent: Trentham Books 240 pp., £15.95 ISBN 0–948080–73–6

Feminist Theology from the Third World: A Reader. Ursula King, ed., 1994 London: SPCK/Orbis 434 pp., £17.50 ISBN 0–88344–963–3

A Time to Chant: The Soka Gakkai Buddhists in Britain. B. Wilson & K. Dobbeleare, 1994 Oxford: Clarendon Press 267 pp., £25.00 ISBN 0–19–827915–9     

A Three Generational Study of Tomboy Behavior

The perceptions and definitions of tomboybehavior were explored across three generations ofwomen. The sample included 521 women (primarilyundergraduates, their mothers, and their grandmothers)ranging in age from 17 to 94 who were categorized intoone of three cohorts (Generation Xers, Baby Boomers orSenior Citizens) for a final sample of 466. The samplewas 87% European American, 6% Native American, 3% Hispanic, and 2% Asian American. Sixty-sevenpercent of the sample reported being tomboys duringtheir childhood. The average age reported for startingtomboy behavior was 5.8, whereas the average age for ceasing tomboy behavior was 12.6. Agecohort analyses revealed relatively few differences butseveral interesting findings. The senior citizens tendedto differ from both sets of younger women. For instance, senior citizens were less likely toreport being tomboys than were Xers or Boomers.Directions for future research include monitoring thesocial acceptability of tomboy behavior, assessingpotential cultural differences in tomboyism, andanalyzing correlates of the average age that tomboyismceases.     

Full-time studying and long-term relationships: Make or break for mature students?

Results are reported of a 2-year longitudinal study looking at the effects of full-time degree study on full-time mature students who were also in long-term committed relationships. The findings from the first year of the research suggested that while there were particular stresses for students with domestic responsibilities; the single most buffering effect was support from the student's partner. The follow-up study in the second year confirmed these findings, but also suggested that there was a decrease in the amount of partner support experienced in the second year. The implications for counselling and student support services are discussed.     

The process of enabling change: a study of therapist interventions in family therapy

We describe the application of discursive analysis to the task of researching family therapy process. Through the analysis of a central theme in two family therapy treatments, we found that individual family members move to using a wider range of discourses on the central theme by the end of therapy. Using the example of one family's therapy sessions, we examine how the therapist contributes to the new meanings and views that emerge, and present our analysis of the therapists' interventions in relation to the 'production' of these alternative meanings. It is argued that discourse analysis can fruitfully be applied to family therapy process research and could contribute to theoretical concepts of change and therapeutic competence.     

GENERALIZED EFFECTS OF A PEER-DELIVERED FIRST AID PROGRAM FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES

Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.