Gendered Patterns of Interaction: A Foucauldian Discourse Analysis of Couple Therapy

In recent years, there has been a rapid increase in attention to gender and gender-based inequalities in family therapy. Despite this, there is a dearth of empirical work that examines how gendered inequalities intersecting with other axes of privilege/oppression are maintained within families, including in the therapeutic context. In this study, we used Foucauldian discourse analysis to examine how gendered power is produced and reproduced circularly or through recurrent patterns of interaction in couple therapy. We identified gendered discourses and assumptions informing partners’ constructions of their gendered selves and relationships. We highlight the complexity and intersectionality of gendered subjectivities and relations in contemporary Canadian couples involved in heterosexual relationships. Although women in this study contest their oppression and exhibit agency to negotiate who they are in general and in relation to men, they simultaneously continue to occupy subordinate positions in a gender order that is culturally and interactionally allocated to them. We discuss implications for family therapy practice.     

Psychoanalysis and Dictatorship in Chile: A Non-Existing Relationship

This paper offers a critique of the Chilean Psychoanalytic Association (an affiliate of the International Psychoanalytic Association)¹ from 1973 to the Chilean democratic transition in 1990. During the period under examination, this group struck a moral, political, theoretical, and clinical stance, which entirely disavowed the context of the violent military dictatorship in which it existed and practiced appearing to be “saving” or “protecting” the purity of psychoanalytic thought from the intrusion of environmental factors. To demonstrate this disengagement I present the story of a member of the society who was detained and then disappeared in 1976, an event that went institutionally unnoticed and unprocessed among its members. Despite the fact that alternate strategies for facing and managing the traumatic effects of the oppressive regime were being developed by other agencies, only a small group of analysts ever supervised psychotherapists working with human rights violation victims or were willing to take seriously the effect this had on patients and on society as a whole.     

Self–Other Relations in Biodiversity Conservation in the Community: Representational Processes and Adjustment to New Actions

This research explores the simultaneous role of two Self–Other relations in the elaboration of representations at the micro‐ and ontogenetic levels, assuming that it can result in acceptance and/or resistance to new laws. Drawing on the Theory of Social Representations, it concretely looks at how individuals elaborate new representations relevant for biodiversity conservation in the context of their relations with their local community (an interactional Other) and with the legal/reified sphere (an institutional Other). This is explored in two studies in Portuguese Natura 2000 sites where a conservation project calls residents to protect an at‐risk species. Study 1 shows that (i) agreement with the institutional Other (the laws) and meta‐representations of the interactional Other (the community) as approving of conservation independently help explain (at the ontogenetic level) internalisation of conservation goals and willingness to act; (ii) the same meta‐representations operating at the micro‐genetic level attenuate the negative relation between ambivalence and willingness to act. Study 2 shows that a meta‐representation of the interactional Other as showing no clear position regarding conservation increases ambivalence. Findings demonstrate the necessarily social nature of representational processes and the importance of considering them at more than one level for understanding responses to new policy/legal proposals. Copyright © 2016 John Wiley & Sons, Ltd.     

Development and Psychometric Properties of the Self-Representation Questionnaire for Adolescents (SRQA)

Given the lack of validated measures of adolescents’ self-representation, in this paper we present the development process and psychometric properties of a new self-representation questionnaire for adolescents (SRQA), aged 12–16 year old. We examined SRQA factor structure through two studies. In the first study, 32 attributes (16 positive and 16 negative), previously validated in three studies, were administered to 239 adolescents (M = 13.8; SD = 1.28). An exploratory factor analysis showed that 21 attributes (13 positive and 8 negative) were organized in five factors: instrumental, social, emotional, intelligence, and physical appearance. In the second study, these 21 attributes were administered to 232 adolescents (M = 13.8; SD = 1.23). A confirmatory factor analysis supported the SRQA five factor model (Model fit: χ ²/df ratio = 2.392; CFI = .90; RMSEA = .08). Internal consistency was acceptable, ranging between .60 and .85. Girls displayed higher scores in the instrumental and social factors, whereas boys presented higher scores on the physical appearance factor. In line with previous research, results regarding age differences were inconsistent: while in Study 1 results suggested that as, age increases, adolescents’ intelligence self-representation becomes more negative, in Study 2 no age differences were found. Concurrent validity of the SRQA was explored through correlations with the Teacher Report Form, filled out by the adolescents’ homeroom teachers. Results revealed significant negative correlations between two dimensions of self-representation (i.e., instrumental and intelligence) and several dimensions of adolescents’ internalizing and externalizing problems, providing evidence of concurrent validity for the SRQA.     

Introduction to the Special Theme Issue on Health Disparities,Trauma, Disruptive and Criminal Behaviors and the Adolescent Brain: Conference Collaborators,Major Developments in Conference Planning,and Overview of the Articles

ABSTRACT

The November 21, 2015, conference Health Disparities, Trauma, Disruptive and Criminal Behaviors and the Adolescent Brain, examined the national problem of youth incarceration by exploring research on the adolescent brain, trauma, poverty, racism, health disparities and mental health treatment. This special theme issue of the Journal of Infant, Child and Adolescent Psychotherapy provides an opportunity for selected authors to contribute original articles that capture their contributions to the conference event. The purpose of this article is to provide an introduction to this special theme issue. This article provides an overview of the following: the roots of the conference, including the role of numerous collaborators; specific major developments that contributed to the evolution of the conference focus; and a brief overview of the actual articles that have been selected for inclusion in the theme issue.     

Differences in Theory of Mind and Pretend Play Associations in Children with and Without Specific Language Impairment

Children with specific language impairment (SLI) have difficulty engaging in social pretend play, which cannot be explained exclusively by their deficient language skills. Alternatively, the ability to represent mental states (Theory of Mind [ToM]) might be important in appreciating peers' perspectives during pretend play. This study investigated whether ToM was associated with pretend play abilities in children with and without SLI. Forty‐four children (22 with SLI, 22 with typical development [TD]) between 4 and 6 years of age participated in ToM tasks and a dyadic role play activity. Children with SLI performed significantly more poorly on ToM tasks than children with TD; however, there were no significant group differences in children's role play abilities. Partial correlations revealed a positive and significant association between ToM and social pretend play in children with TD but a negative and not significant association in children with SLI. These findings suggest that not all forms and aspects of pretend play require mental representation in order to understand or engage in pretend play. Further, children with SLI may differ in their mental representational abilities from children with TD. Copyright © 2015 John Wiley & Sons, Ltd.     

Measurement invariance of the Utrecht Work Engagement Scale for Students: A study across secondary school pupils and university students

School engagement is a multidimensional construct characterized by vigour, dedication, and absorption towards academic work that is related to school achievement. This study aimed to examine the measurement invariance of a school engagement measure – the Utrecht Work Engagement Scale-Students (UWES-S) – across secondary school pupils and university students. Two samples of secondary school pupils (n = 251) and university students (n = 229) were used. The results supported the original three-factor structure (vigour, dedication and absorption) of the UWES-S instead of a two- or a one-factor structure in both samples. Evidence for the metric and scalar invariance of the measure across secondary school pupils and university students was also found. The university sample had higher scores in vigour and absorption but not in dedication. These findings demonstrate that the UWES-S can be used for developmental studies where school engagement and its relation with other variables needs to be compared across distinct educational levels.     

Written emotional disclosure buffers the effects of social constraints on distress among cancer patients.

The aims of the present study were to examine whether written emotional disclosure would reduce distress among cancer patients and whether it would buffer the effects of high levels of social constraint (negative social responses to patients' expressions of emotion regarding their cancer) on distress. Cancer patients (N=104) were randomly assigned to write about their emotions regarding their cancer 20 min a day for 3 days or to write about a nonemotional topic. They completed questionnaires at baseline and 6 months postintervention. Results showed that written disclosure buffered the effects of social constraints on stress at the 6-month follow-up and that avoidance partly mediated these effects. The present data reinforce the notion that interventions should be tailored to patients' needs.     

COR V2: teaching observational research with multimedia courseware.

Courseware for Observational Research (COR Version 2) is an interactive multimedia program designed to teach the foundation of the scientific method: systematic observation. COR uses digital video with interactive coding to teach basic concepts, such as creating precise operational definitions; using frequency, interval, and duration coding; developing sampling strategies; and analyzing and interpreting data. Through lessons, a case study, and laboratory exercises, it gradually scaffolds students from teacher-directed learning into self-directed learning. The newest addition to COR is a case study in which students work collaboratively, using their own observations to make recommendations about a child's disruptive behavior in an after-school program. Evaluations of the lessons showed that classes using COR received better grades on their field observations than did those using methods that are more traditional. Students' confidence and knowledge increased as they moved through each section of the program.     

Situational affect and temperament: Implications for sibling caregiving

The caregiving behaviour of 60 preschool‐age children (M=50 months) toward their 16‐month‐old younger siblings was observed during a brief separation from their parents. Sibling caregiving was more strongly associated with parent ratings of both the older siblings' and toddlers' temperament than with the younger siblings' distress exhibited during the separation. The older siblings' social fear was positively related to providing care, whereas their temperamental activity level was negatively related to caregiving. Younger siblings' temperamental anger and soothability were positively associated with receiving care from an older sibling. Relations with temperament were independent of both children's distress levels during the separation, and in several instances, dispositional affective measures (i.e. temperament) made stronger contributions to the prediction of sibling caregiving than did situational distress. Copyright © 2004 John Wiley & Sons, Ltd.