Persönlichkeitsdiagnostik im DSM-5

The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was published in May 2013 and features (in Section III) a new model for the diagnosis of personality disorders. The aim of this paper is to introduce this model to a broader German-speaking readership. The article begins by explaining why a new model seems necessary. Secondly, the different components of the new DSM-5 model are presented, the theoretical and empirical background is explained and it is shown how the model works using a clinical case example. Thirdly, several advantages of the new model as compared to the DSM-IV diagnostic categories (which will be retained in DSM-5 Section II) are discussed. Finally, the article highlights some open questions and problems that require further conceptual and empirical research.     

Identifying the Basis for the Word Frequency Effect in Recognition Memory

Abstract

Recent theories of recognition memory have identified two bases on which recognition-memory judgments may be made: recollection, which involves retrieval of contextual information from an earlier episode of stimulus presentation; and familiarity, which is distinguished by a general sense of familiarity in the absence of recollection. Four experiments were conducted to test whether the word frequency effect (WFE) in recognition memory (superior performance with low- in comparison with high-frequency targets) results from recollection-based processes, familiarity-based processes, or both. In two of the experiments, superior memory for aspects of the study context was found for low-frequency in comparison with high-frequency words, suggesting frequency-related differences in recollection. The other two experiments used Jacoby's (1991) inclusion/exclusion paradigm to provide estimates of the contribution of recollection and familiarity to recognition. In both experiments the data suggested that the WFE is primarily a recollection-based phenomenon. These findings suggest that the recognition memory WFE for old items results primarily from the effects of word frequency on recollection. The implications of these findings for theories of recognition memory are discussed.     

Community Counselling in African Contexts

This article explores community counselling as a form of professional practice for psychologists, with a particular focus on practices that are relevant in African contexts. The discussion identifies and discusses various models of practice identified in community psychology, including an ecological perspective, a public health and community mental health framework, interventions that focus on promoting a sense of community, indigenous approaches to community counselling and a critical or social action framework. Examples relating to each of these models of practice are drawn from various African settings, providing practitioners with some insights into how theory can be operationalised into practices that are relevant to African contexts. The article concludes with a discussion on community research, with a particular focus on ethical considerations relevant to a community approach in African contexts. The latter discussion emphasises the importance of working with the community as partners, and suggests the possibility of developing a Code of Ethics aimed specifically at guiding community counselling practice in African contexts.     

The Other Woman: Irreducible Alterity in Feminist Thealogies

Trinh T. Minh-Ha, Woman, Native, Other: Writing Postcoloniality and Feminism. Bloomington, IN, Indiana University Press, 1989, 173 pp., $39.95 (hardback), ISBN 0 253 36603 8, $14.95 (paperback) ISBN 0 253 20503 4.

Gayatri Chakravorty Spivak, Outside in the Teaching Machine. New York and London, Routledge, 1993, x + 335 pp., $62.95 (hardback) ISBN 0 415 90488 9, $15.95 (paperback) ISBN 0 415 90489 7.     

Book Reviews

Abstract

There are many brief, demanding, aborted cases that no one ever writes about. The typical psychoanalyst or psychoanalytic psychotherapist, however, has many outpatient cases that are shortlived, intense encounters with very disturbed patients. Rather than ignore these encounters as non-analytic or non-instructive, I think these cases add to our knowledge about the mind and its functions. In addition, it is unrealistic to think we can always help a very anxious and disturbed person to enter the treatment process with immediate success. It is more instructive to apply the analytic method and offer the patient what we can and have both analyst and patient learn as much as they can in the time they are able to stay together. Using case material, I show the Kleinian approach to working analytically with these difficult patients. Whether focusing on transference or extra-transference material, the analyst interprets the patient's internal phantasies and anxieties regarding the self and the self's important objects. This analytic stance tends to relieve the immediate anxiety and set the stage for potential self-reflection and the start of basic working-through processes.     

The Death of a Pet: Implications for Loss and Bereavement Across the Lifespan

Abstract

Companion animals play a distinct role in our lives and for many, they are a part of the family and not simply just a pet. Today, in the United States, there is an increasing emphasis placed on the relationships that we build with our pets. A healthy relationship with our pets also lends to translate into a healthier lifestyle. However, we usually learn at a fairly young age that these beloved creatures do not live as long as we do. The loss of a pet in childhood is frequently our first face-to-face encounter with death and often affects how we will grieve as adults. Particularly within the field of psychology, the way we mourn our animal friends has gained increasing importance. This article looks at the literature concerning bereavement across the adult lifespan and focuses on the similarities between the way we grieve for our loved ones, both human and animal. We address some of the controversies associated with euthanasia and the treatment and support available to those in mourning. Finally, recommendations are offered to address some of the methodological problems in current bereavement research along with suggestions for further work in this area     

Psychological and Sociocultural Adaptation of Children Adopted from Russia and their Associations with Pre-Adoption Risk Factors and Parenting

We investigated academic and behavioral outcomes of internationally adopted children and the associations between these outcomes and age at adoption, time spent in the adoptive family, and parenting. At two time points (T1 and T2, ~15 months apart), we examined early academic skills (school readiness), and parent-reported behavioral adjustment (internalizing and externalizing behavior) and adaptive functioning of a sample of 75 children (45.9% boys, mean age?=?5.17 years) adopted from Russia into US families. We also collected parents’ self-assessments of their parenting at T1. Children who were adopted at a younger age showed higher levels of early academic skills. Correlations between age at adoption and other outcomes were overall small and mostly non-significant. However, adoptees’ academic and behavioral progress differed notably in several respects. Specifically, adoptees improved in early academic skills over time, whereas, as a group, their adaptive functioning and behavioral adjustment remained stable within the normal range. Early academic skills were not related to behavioral adjustment at each time point and over time. The time spent in the adoptive family was positively related to early academic skills at T2. Whereas outcomes showed little to no relation to parenting as reported by mother and father separately, higher discrepancies between mothers' and fathers' reports of positive parenting were related to higher levels of behavioral symptoms and lower levels of adaptive skills at T2. These differential results may be explained in part by drawing upon the notion of dissociated domains of psychological and sociocultural adaptation and acculturation, outlined in the immigration literature. These results also bring to light the possible importance of between-parent consistency in parenting for adoptees’ behavioral outcomes.     

Family Involvement in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and Influence with Children

Research indicates that involving families in school efforts to prevent and manage bullying behaviour is essential to success. Parents can influence their children's involvement in bullying situations by modelling positive social behaviour, offering advice about appropriate responses to bullying, and encouraging help-seeking. This paper reports family-related findings from the three-year group randomized control trial of the Friendly Schools Friendly Families (FSFF) intervention, which provided training and whole-school, classroom and family resources to build the capacity of schools to prevent bullying victimization and perpetration. Over 1400 parents and carers of Grades 2, 4 and 6 school students completed a survey at baseline and two post-tests. Parents exposed to the FSFF parent component received resources about ways to reduce bullying, build parenting skills and enhance parent–child communication; they also completed home activities with their children; and were encouraged to engage with their children’s school to reduce bullying. Mothers and fathers reported significant increases in the frequency of discussions with their child about bullying. Mothers were more likely than fathers to give pro-social, passive and help-seeking advice compared to fathers, who were more likely to encourage their child to ‘fight back’. The intervention improved fathers’ perceptions of their influence on children’s responses to being bullied. These results highlight the importance of working with both male and female caregivers when addressing children’s bullying behaviour. The findings also demonstrate that a parent intervention can have a positive impact on parent–child communication about bullying when it is an integral part of a whole-school approach.