Teaching,Reason and Risk

In his writings on teaching, Isreal Scheffler has argued for the close connection between teaching and reason, an argument which can be summarized by, Teaching is. . an initiation into open rational discussion. This essay examines Schefflier's thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler's thesis is consistent with a view of teaching in which it can be achieved through kindness, good example and the efficacy of unconscious imitation, characteristics of the private, reproductive processes typical of women. It is then argued that Scheffler's concept of teaching is compatible with views of education that try to do justice to both reason and emotion, mind and feeling.     

Similarity in context

Similarity comparisons are highly sensitive to judgment context. Three experiments explore context effects that occur within a single comparison rather than across several trials. Experiment 1 shows reliable intransitivities in which a target is judged to be more similar to stimulus A than to stimulus B, more similar to B than to stimulus C, and more similar to C than to A. Experiment 2 explores the locus of Tversky’s (1977) diagnosticity effect in which the relative similarity of two alternatives to a target is influenced by a third alternative. Experiment 3 demonstrates a new violation of choice independence which is explained by object dimensions’ becoming foregrounded or backgrounded, depending upon the set of displayed objects. The observed violations of common assumptions to many models of similarity and choice can be accommodated in terms of a dynamic property-weighting process based on the variability and diagnosticity of dimensions.     

Dysphoria and Children's Processing of Supportive Interactions

This study examined the processing of supportive interactions by dysphoric and nondysphoric preteens and early adolescents. Seventy-two youngsters between the ages of 10 and 13 evaluated the supportiveness and helpfulness of standardized, videotaped interactions between a distressed preadolescent and a maternal figure. The tape presentations varied in terms of the level of depicted maternal support and instructional condition (degree of self-reference). The results indicated that dysphoric youngsters evaluated both the supportiveness and helpfulness of interactions less positively than nondysphoric agemates. Group differences in support evaluations were most pronounced in the self-referenced condition. The level of depicted support did not affect processing differences. Dysphoric subjects reported lower levels of emotional support in prior relationships and a greater tendency to view supportive behavior as ingenuine than nondysphoric peers. Variation in prior support experiences accounted for group differences in the evaluation of the supportiveness of new interactions.     

Cognitive rehabilitation of chronic alcohol abusers

The current literature suggests that individuals who chronically abuse alcohol exhibit a wide variety of cognitive deficits resulting from cerebral dysfunction that is either directly or indirectly related to their alcohol consumption history. Cognitive deficits have been hypothesized as having implications for standard alcohol treatment efficacy as they may directly affect cognitively impaired individuals’ abilities to utilize various treatment modalities. Although evidence is accumulating that suggests this is actually the case, the majority of alcohol treatment programs neither directly consider the impact cognitive deficits have on treatment efficacy nor do they employ cognitive rehabilitation treatment strategies to remediate identified cognitive deficits. Few studies exist that investigate the remediability of neurobehavioral deficits or the efficacy of integrating cognitive rehabilitation strategies into more traditional treatment programs. Empirical investigations conducted to date indicate that some cognitive deficiencies secondary to alcoholism are amenable to cognitive rehabilitation and this remediation is generalizable. Rigorous well-controlled treatment outcome investigations are needed in order to determine the efficacy of cognitive rehabilitation techniques in naturalistic settings using ecological outcome measures. Also, emphasis should be placed on integrating cognitive rehabilitation techniques with proven efficacy into traditional alcoholism treatment programs.     

Rape Myth Acceptance and Sociodemographic Characteristics: A Multidimensional Analysis

Many myths have been identified surrounding rape, rapists, and rape victims. This study reexamines the acceptance of rape myths across gender role ideologies and selected demographic characteristics to identify core myths. Three myth categories were established and investigated: blaming the woman, excusing the man, and justifications for acquaintance rape. Findings indicate that rape myths remain prevalent and adherence to myths is related to demographic factors and gender role attitudes. Overall, respondents tend to excuse the man more than blame the woman. Males accept rape myths more than females. Racial differences emerged most strongly on the justifications for acquaintance rape dimension. Individuals with a conservative gender role ideology believe rape myths more than those with more liberal ideologies. While core myths did not emerge from the data, the most revealing finding is that summative scaling techniques used in previous studies may mask important differences, between and within the three dimensions, in rape myth acceptance among the groups studied.     

Reassurance in Analytic Therapy

The American Journal of Psychoanalysis -     

A course in hypnosis for chaplains

Understanding the mental processes involved in suffering has always been the best basis for communication between patients and caretakers. In this paper we are concerned first with acknowledgment of the existence, generally unknown, and the effects, generally unrecognized, of the hypnotic processes that occur in many forms of suffering, and second with developing our thesis that the understanding and use of hypnotic principles can greatly enrich the chaplain's capacity to alleviate suffering. In this brief presentation we will confine our discussion to the teaching of hypnosis as a virtual necessity in modern clinical training for chaplains. Comments and considerations will precede and follow an outline of the course presently offered at Lenox Hill Hospital [but we cannot here attempt to discuss or explain the fundamentals of hypnotic process or any other aspects of the course content itself]. A basic bibliography is appended for those who wish to know more about hypnosis itself.