Living in with Normal Families

Connie Hansen participated in my project, “Methodology for Studying Family Interaction,” in the mid 1960s. One of the purposes of that project was to compare several groups of families, including “normals.” Connie suggested that it might provide a rich source of data if she were to “live in” with a few of the “normal” families and observe them day to day on their own territory. (A year or so before, Dr. Jules Henry had given a talk to the MRI staff about living-in with “schizogenic” families, and I believe that Connie had discussed her idea with him.) Connie was an experienced family therapist — she was one of Virginia Satir's first students — and a most perceptive observer. She lived with three “normal” families for a week each during 1966–67; she was excited by the wealth of material and exhausted by the experience. She tried to develop a group of central themes from her data and gave me a preliminary draft of a paper in 1969. It clearly contained a number of important observations about the complexities and subtleties of family systems and some beginning attempts at conceptualization. She struggled for years to clarify and elaborate on her material. Several times she sent me portions and fragments of new drafts, each with additional insights, but she was never satisfied with her efforts. It seems a fitting tribute to Connie — she died early in 1979 — to attempt to put together her various drafts. We wanted to publish this very important material in a readable form and yet still preserve the immediateness, enthusiasm, and vividness of her observations. I hope, that if she were to read it, she would not be overly critical of this final draft. JULES RISKIN, M.D. It is a special privilege for me to participate in this posthumous publication of Connie Hansen's unique contribution to the further knowledge of family interaction. She died before the material could be published. I feel particular gratitude to the young woman who entered my first training program in 1961 at the Mental Research Institute. This was a time when such training seemed “far out” and was regarded as “probably only a fad.” She was willing to face the risks inherent to her professional standing by choosing to do this training. It was this same courage together with her imagination and curiosity and her willingness to document her experience without judging it that resulted in the article now being published. Farewell, Connie, and thank you for your presence in my life. VIRGINIA M.SATIR     

DECONSTRUCTING THE SECULAR MAGISTERIUM: VOICES PAST AND PRESENT FOR CONVERSATIONS OF THE FUTURE

In this paper I offer a possible approach to accomplishing Benedict's goal proposed in his Regensburg address. 1 I take his goal to be twofold. First, we must expand our concept of reason beyond the privileged position of scientific empiricism and philosophical reasoning, both of which form what I have called the Secular Magisterium, put in place as the dominant intellectual force by the Enlightenment. Second, the motivation for expanding our concept of reason is for the purpose of greater dialogue across cultures, across religions and across academic disciplines. Since I take Benedict's goal to be twofold, my paper will address these issues in two parts, the second building from the first. In the first section, I will revisit the counter‐Enlightenment thinking of some well known, yet significantly marginalized voices, with the goal of hearing them again and reviving their critique to inform our own. By the end of this section, I will offer what I take to be a counter‐Enlightenment approach to knowing our world by means of an expanded concept of reason. In the second section, I will address what I take to be some of the more intellectual challenges to the possibilities for conversation across cultures, religions, and disciplines. It is my goal to show how an embodied version of the counter‐Enlightenment approach I offer in the first section can allow for genuine conversation that not only provides opportunities to better know our conversation partners, but also offers the possibility of honest persuasion in which the other sees reality differently and considers this way better.     

We are furious (female) but we can shape our own development

“Society has not been meeting the self-development needs of women, and little has been done in the schools-one of the major socialization agents.     

Alienated Youth: the Counselor's Task

A serious problem facing counselors in today's schools is the increasing number of youth who are alienated from their schools. In dealing with this situation, counselors frequently regard it as one which stems from a dysfunction within the individual student; although this may be true in some cases, it is the thesis of this article that the problem often stems from the structure of the school. The theoretical background and causes of alienation in today's youth are discussed. Implications for counselors and the schools are presented along with recommendations for possible courses of action.     

The efficacy of teaching psychology students exposure and response prevention for obsessive-compulsive disorder

The aim of the study was to investigate whether inexperienced student therapists could successfully learn exposure and response prevention for obsessive-compulsive disorder. Twenty out of 21 outpatients completed treatment as delivered by ten psychology students. A total of 60 hours group supervision and approximately 30 hours with individual supervision was given to the students over the course of three semesters. Large effect sizes were observed for measures of symptoms and depression. Sixty-two percent ( N = 13) of the intent to treat group achieved clinical significant change and 81% no longer met the diagnosis criteria ( N = 17). The treatment effects observed at the 6 month follow-up period were promising. The results are encouraging for training students in evidence based treatment for specific disorders.     

ARE HIGHLY STRUCTURED JOB INTERVIEWS RESISTANT TO DEMOGRAPHIC SIMILARITY EFFECTS?

This study examines the extent to which highly structured job interviews are resistant to demographic similarity effects. The sample comprised nearly 20,000 applicants for a managerial-level position in a large organization. Findings were unequivocal: Main effects of applicant gender and race were not associated with interviewers’ ratings of applicant performance nor was applicant–interviewer similarity with regard to gender and race. These findings address past inconsistencies in research on demographic similarity effects in employment interviews and demonstrate the value of using highly structured interviews to minimize the potential influence of applicant demographic characteristics on selection decisions.