Ages of Mankind

As we move through life in the world, the quality of our participation changes. Initially, as newborns, we are not even aware of a difference between ourselves and everything, everyone else. In the small domestic world (“home”), we experience parental care and accept being taught how to behave, how to be. This process continues into school years and the adjustments that allow life with our peers. Ultimately, in adolescence there is felt a beginning need for independence of action and feeling. With adulthood, making a life in the bigger world requires the force of will against obstacles and for goals. At midlife, there comes another gradual shift to the question of meaning in life and of old age and death. All these changes reflect a procession of ways in which the ego or consciousness relates to inner and outer worlds.     

Personal Images of the Sacred

Jung’s works on religion focus on images of the divine, which people experience in various ways. Here, we consider a variety of such numinous experiences, ranging from childhood dreams to experiences of Christian saints and of 20th-century cult leaders, all of which can be described as images of God in the human psyche.     

“When Righteousness and Bliss Can Kiss”: Working with Our Inner Opposites

The problem of conflicting energies and desires is basic to human beings. Starting with earliest childhood, whenever some instinctual impulses and feelings are forbidden or unacceptable, they become unconscious. Thus, a part of the personality is lost to us, expressed only in projection onto others. Gaining psychological wholeness then requires the hard work of becoming conscious of these unconscious parts of oneself, and of accepting them.     

Why does impression management positively influence interview ratings? The mediating role of competence and warmth

Though interviews assess job applicants' skills and abilities, they can be influenced by extraneous factors, including impression management (IM) tactics. Interviewees’ self‐promotion and ingratiation IM tactics predict higher interview ratings; however, researchers have yet to determine why these tactics work. We assessed whether two fundamental dimensions of social perception, competence and warmth, mediate the relationship between IM tactics and interview ratings. We hypothesized that interviewee competence mediates the relationship between self‐promotion and interview ratings, and interviewee warmth mediates the relationship between ingratiation and interview ratings. Using real employment interviews, we found that competence mediates the relationship between self‐promotion and interview ratings, but warmth did not mediate the relationship between ingratiation and interview ratings in the way we expected.     

Children's Understanding of the Instrumental Value of Products and Brands

Gelman and Echelbarger (2019—this issue) provide a valuable discussion about children's understanding of the inferred or nonobvious features of objects, which has implications for how children value products. We further this conversation by examining how children value products and brands as a means for meeting important goals, which we refer to as instrumental valuation. Specifically, we examine developmental trends in instrumental valuation for three goals—self‐concept development, self‐presentation, and happiness. Across these areas, we find that children place greater value on products and brands for meeting these goals as they grow older, particularly during late childhood and early adolescence. We conclude with a discussion of how age differences in instrumental valuation add to the general conversation about how children of different ages value objects.     

Retrospective Predictors of Successful Career Change Among Older Workers: Perceived Objective Success Versus Perceived Subjective Success

An increasing number of older workers are attempting career changes; however, little is known about the antecedents or outcomes of these changes. Results indicate that perceived objective and perceived subjective career‐change success are predicted by different combinations of variables. Implications for both future research and practice are discussed.     

Longitudinal associations between mindfulness and well-being in people with multiple sclerosis

Background/Objective: Depression, anxiety, fatigue, and sleep problems are typical conditions reported in people with multiple sclerosis (MS), often resulting in a reduction of their quality of life (QOL) and well-being. Mindfulness is a multifaceted and complex construct that has been increasingly explored for its correlated to well-being. Despite preliminary evidence, longitudinal data about the impact of mindfulness on QOL in MS remain limited. In addition, Langerian mindfulness, one of the prominent approaches to mindfulness, is yet unexplored in this field. The study aims to examine the longitudinal relationships between two forms of mindfulness (Langerian and contemplative) and QOL, anxiety, depression, fatigue, and sleep. Method: Within a larger randomized controlled trial of an online mindfulness-based stress reduction intervention, a cohort of 156 people with MS was recruited and assessed for both mindfulness constructs, QOL, anxiety, depression, fatigue, and sleep problems. Assessments were repeated after 2 and after another 6 months. Results: Both mindfulness constructs were highly correlated with all investigated outcomes. Both Langerian and contemplative mindfulness predicted higher QOL, lower anxiety, depression, fatigue, and sleep, over time. Conclusions: In both approaches dispositional mindfulness is a protective factor against depression, anxiety, fatigue, and sleep in people with MS.     

Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits

Despite well‐documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to 11 years with IDD and elevated behavioural attention difficulties. Children with autism spectrum disorder (ASD; n = 23), Down syndrome (DS; n = 22), and non‐specific intellectual disability (NSID; n = 32) completed computerized visual search and vigilance paradigms. In addition, parents and teachers completed rating scales of inattention and hyperactivity. Concurrent associations between attention abilities and early literacy and numeracy skills were also examined. Children completed measures of receptive vocabulary, phonological abilities and cardinality skills. As expected, the results indicated that all groups had relatively comparable levels of inattentive/hyperactive behaviours as rated by parents and teachers. However, the extent of visual attention deficits varied as a result of group; namely children with DS had poorer visual search and vigilance abilities than children with ASD and NSID. Further, significant associations between visual attention difficulties and poorer literacy and numeracy skills were observed, regardless of group. Collectively the findings demonstrate that in children with IDD who present with homogenous behavioural attention difficulties, at the cognitive level, subtle profiles of attentional problems can be delineated.     

Brain activity underlying negative self- and other-perception in adolescents: The role of attachment-derived self-representations

One of teenagers’ key developmental tasks is to engage in new and meaningful relationships with peers and adults outside the family context. Attachment-derived expectations about the self and others in terms of internal attachment working models have the potential to shape such social reorientation processes critically and thereby influence adolescents’ social-emotional development and social integration. Because the neural underpinnings of this developmental task remain largely unknown, we sought to investigate them by functional magnetic resonance imaging. We asked n = 44 adolescents (ages 12.01–18.84 years) to evaluate positive and negative adjectives regarding either themselves or a close other during an adapted version of the well-established self-other trait-evaluation task. As measures of attachment, we obtained scores reflecting participants’ positive versus negative attachment-derived self- and other-models by means of the Relationship Questionnaire. We controlled for possible confounding factors by also obtaining scores reflecting internalizing/externalizing problems, schizotypy, and borderline symptomatology. Our results revealed that participants with a more negative attachment-derived self-model showed increased brain activity during positive and negative adjective evaluation regarding the self, but decreased brain activity during negative adjective evaluation regarding a close other, in bilateral amygdala/parahippocampus, bilateral anterior temporal pole/anterior superior temporal gyrus, and left dorsolateral prefrontal cortex. These findings suggest that a low positivity of the self-concept characteristic for the attachment anxiety dimension may influence neural information processing, but in opposite directions when it comes to self- versus (close) other-representations. We discuss our results in the framework of attachment theory and regarding their implications especially for adolescent social-emotional development and social integration.