Culture and the body: East-West differences in visceral perception

This research investigated cross-cultural differences in the accuracy of individuals' perceptions of internal visceral states. We conducted 4 studies to test the hypothesis that Asians are less sensitive to internal physiological cues relative to European Americans. Studies 1 and 2 assessed cultural differences in visceral perception via tests of misattributions of arousal: Study 1 involved false heart rate feedback during an emotionally evocative slideshow and examined subsequent self-reported affective changes; Study 2 manipulated apparent physiological arousal and measured its effects on attraction via an immersive virtual environment. Study 3 directly assessed visceral perception using a heartbeat detection task. All 3 studies found Asians to be less viscerally perceptive than European Americans. Study 4 examined one possible cultural mechanism for the observed difference and found evidence for contextual dependency as a mediator of the culture-visceral perception link.     

Using Sand Tray Therapy With Juveniles in Correctional Settings

The authors propose sand tray therapy as a developmentally appropriate, trauma‐sensitive, engaging intervention in counseling juvenile offenders as an aid in rehabilitation. The authors present a fictional case study to demonstrate the use of sand tray therapy with a juvenile offender in a correctional setting.     

Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance Between the Views and Practices of Language Teachers

Although creativity has been valued in ancient and contemporary Chinese literature, the degree to which creativity is valued and incorporated into teaching by Chinese language teachers is not known. This information is important given that creativity has been increasingly recognized in the education literature as a component of effective writing. The purpose of this study was to compare the views of Chinese language teachers in Hong Kong about creativity and the acquisition of creative writing skills by primary school children, and their teaching practices. A total of 449 Chinese language teachers, employed at primary schools throughout Hong Kong completed a survey questionnaire. The 14‐item questionnaire focused on teachers' views of creativity, their perceptions of how to develop students' creativity, their awareness of creative writing strategies, and teaching practices related to creative writing. With respect to the definition of creativity, teachers identified imagination foremost, followed by inspiration, and original ideas. Teachers identified developing students' confidence, and providing an open atmosphere as essential means of fostering creativity. Despite the apparent value of creativity expressed by the teachers and their familiarity with methods for enhancing creativity, the majority reported using traditional methods of teaching writing. Strategies are recommended for reconciling this discrepancy, and promoting creative writing skills by primary school teachers in Hong Kong and other Chinese speaking societies.     

A response, by any other …

Frame (noun), an established order, plan or system, (verb), set in or provide with a frame; serve as a frame for; formulate or devise the essentials of (a complex thing, idea, theory, etc.).
Framework (noun), an essential supporting structure; a basic system.
( The Concise Oxford Dictionary )
If the framework through which experience is viewed can be changed, then meaning can be changed and thus also the experiential and behavioural consequences of meaning. (Cade, 1980; p. 90)
To the extent that cognitive factors are potent determinants of emotional states, it could be anticipated that precisely the same state of physiological arousal could be labelled joy' or 'fury' or 'jealousy' or any other of a great diversity of emotional labels depending on the cognitive aspects of the situation. (Schachter and Singer, 1962; p. 381)     

The feeling of the story: Narrating to regulate anger and sadness

Admonitions to tell one's story in order to feel better reflect the belief that narrative is an effective emotion regulation tool. The present studies evaluate the effectiveness of narrative for regulating sadness and anger, and provide quantitative comparisons of narrative with distraction, reappraisal, and reexposure. The results for sadness (n?=?93) and anger (n?=?89) reveal that narrative is effective at down-regulating negative emotions, particularly when narratives place events in the past tense and include positive emotions. The results suggest that if people tell the “right” kind of story about their experiences, narrative reduces emotional distress linked to those experiences.     

Family Relationships and Counselling

During the last ten years, family therapy has developed a number of distinctive schools of work. Four such schools—structural, strategic, the Milan school, and psychoanalysis - are described, and their importance to British workers is examined. Comments are offered on a variety of issues likely to face those engaged in family therapy in the coming decade.