Grayson Perry and the recalibration of masculine emotional reactions to vulnerability and healing

The so-called ‘crisis in masculinity’ in the post-industrial/post-feminist world is not a new idea but in recent years it does seem to have forced its way back onto the agenda due to a lack of traditional employment, such as coal mining, thus robbing generations of men of their cultural identities. This collective ‘crisis’ has emerged through media attention on a succession of well-known men in the arts and sports worlds such as Bruce Springsteen, Stormzy, Professor Green and Rio Ferdinand, who share in common a strong sense of masculine identification. In addition, all have openly discussed the healing and relief experienced by embracing the vulnerable, emotional aspects of themselves, or what has been historically characterized as the anima archetype in Jungian psychology. This essay will recount some of their stories of struggle as they have bravely spoken up about their mental health issues, perhaps diminishing, by example, the erroneous notion of depression as a ‘woman's problem’. As noted, in recent times we have witnessed a proliferation of famous men speaking out about their emotional difficulties, often in the context of loss and depression, thus providing potential role-modelling for a more expanded view of contemporary masculinity. This paper attempts to consider the tendency amongst a particular type of modern man who is both traditionally macho and simultaneously emotionally articulate with the capacity to open up about the experiences of their inner worlds and the environmental pressures they face in a fast-paced and ever-changing world. Beginning with some brief stories about the men listed above, the primary focus will be on the work of the UK cross-dressing artist and Turner Prize winner (2003) Grayson Perry (b. 1960), by studying his unusual and highly creative clarion call to challenge modern men to recalibrate their emotional behaviour and to speak openly about loss and emotional difficulty. As readers will see, he has developed a unique method that includes filmed, televised interactional interviews with various individuals and groups and he then produces art pieces that embody what has transpired through his engagement with their suffering and real-life dilemmas. This highly creative process offers a double or even triple containment for those struggling with all-too-human pain via the holding interview with him directly; the artwork that he creates as a result; and then through the recording on film that is shared with television audiences who are deeply affected by what they witness and who perhaps find a form of healing via identification.     

Anxiety management: Developing effective strategies

This paper focuses on three aspects of generalised anxiety; anxious cognitions, avoidance behaviour and the efforts made to cope with symptoms. It presents information from structured interviews and informal observations which were collected during a clinical trial of anxiety management for generalised anxiety disorder. The findings are discussed in terms of their implications for future modifications of anxiety management.     

Correcting a metacognitive error: feedback increases retention of low-confidence correct responses

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors.     

Adolescent psychopathy features: 6-year temporal stability and the prediction of externalizing symptoms during the transition to adulthood

This study investigated the 6-year stability and predictive validity of adolescent psychopathy features during the transition to young adulthood. It represents one of the longest outcome studies of youth psychopathy to date, and therefore addresses a primary criticism of the research area (i.e., lack of demonstrated associations between child and adult psychopathy features). Recruited participants were 475 males enrolled in the Minnesota Twin and Family Study who had completed a research-based measure of psychopathy features consisting of separate emotional detachment (or affective) and antisocial tendencies (or behavioral) subscales. These psychopathy features and various externalizing symptoms (i.e., conduct problems, impulsivity, and substance use disorder) were assessed through rating scales and structured diagnostic interview at an intake assessment (ages 16-18) and 6-year follow-up. Consistent with prediction, adolescent psychopathy features displayed moderate stability across the transition from adolescence to adulthood [intraclass correlation coefficients (ICCs) = 0.40-0.41]. The antisocial tendencies subscale was uniquely related to most externalizing symptoms both in adolescence and in adulthood, whereas the emotional detachment subscale showed appropriate discriminant validity in its lack of association with externalizing symptoms. These findings suggest that psychopathy features are relatively stable from adolescence to adulthood and provide possible insights into the development and maintenance of externalizing difficulties during the adult transition.     

'If you don't want to tell anyone else you can tell her': young people's views on school counselling

The aim of the research was to assess the views of young people about school counselling. In total, 415 pupils from five secondary schools took part in the survey. A smaller number of these pupils took part in focus groups (n=9) to explore their views in more depth. In general, the young people seemed to value having a school counsellor. Most were aware of the school counselling service, although a substantial number (21%) indicated a lack of awareness. For many who were aware, their knowledge of the service was limited. Just over one third of the pupils stated that they would go to see the school counsellor, and girls were more likely to state this than boys. The confidentiality of the service was perceived to be one of the benefits. However, this was also reported to be a hindering factor—the concern that it may not, in fact, be confidential. Two other main reasons for not accessing the service were the counsellor being a stranger and (for boys in particular) a concern about other people finding out (associated with the social stigma of going for counselling). Suggestions to improve the school counselling service included a room in a discrete location, better promotion of the service, more counsellors or a full-time counsellor, and ways to get to know the counsellor better. Those responsible for developing and managing school counselling services should consider these suggestions.