Gender Role Conflict and Depression in College Men: Evidence for Compounded Risk

This study investigated the relationships between attitudes toward the male role, gender role conflict factors, and depression in 401 college men. Results indicated that all four of the gender role conflict factors were significantly correlated with depression. Hence, more traditional men may experience a compounded risk comprising increased likelihood of depression coupled with decreased use of counseling services. Both directions for future research and the implications for counselors and student services are discussed.     

Humility as a psychotherapeutic formulation

Humility training is conceptualized as an appropriate treatment for persons who occasionally describe themselves, but are most frequently described by others as overbearing, insensitive and deceitful. Procedures are outlined to identify unrecognized fears and improve interpersonal skills. Humility is presented as a counterpoint to assertiveness and aggression/anger control interventions.     

Murder in the family: An analysis of two Poe short stories

Learning to be possessed has been described elsewhere by the writer as a form of pathogenic relating begun when children are taught by adults that they will receive a lesser penalty for misbehavior if they can show they were not responsible, such as if it were caused by an evil agent or the Devil. It was suggested that learning to be possessed can be an underlying cause of psychopathology, the delusion of persecution in particular. Two short stories by the distinguished American writer Edgar Allan Poe are examined to develop the formulation of learning to be possessed, especially when it has passed to a delusion of persecution. Two propositions are offered: (1) Where it appears that a family member is murdered by a delusional assailant by accident, it is not an accident; and (2) the delusion of persecution entails a memory loss so that the murderer not only can claim lack of personal responsibility for the act, but also spares himself the guilt of having broken a fundamental taboo. Further comparison is made between learning to be possessed as a cause of delusion, and the psychoanalytic theory in which the defense mechanism of projection is central. In the latter theory, interpretation of the delusion is critical; whereas in the former, interpretation is counterproductive because it merely reinforces the delusion.Probably a note of appreciation is due the writer's daughter Cary, who at age 14 is an expert at badgering her father for help with homework assignments. For several weeks the writer was alternatively pestered and cajoled to help Cary with her Poe Project for high school English which required an essay analyzing the work of a great American writer denigrated by the author as weird by his recollection formed decades earlier. Cary's persistence required the author to consider Poe anew, to recognize his unwarranted earlier prejudice, and to recognize that Poe offered him a gift of understanding regarding a topic about which the author had been thinking for several years, namely that form of pathogenic relating named learning to be possessed.     

Improvisational therapy: Evolving one's own clinical style

This article offers an invitation to develop one's own unique clinical style, relying less on institutionalized schools of therapy and more on the therapist's own natural resources. An emphasis is placed upon understanding therapy as art, trusting one's imagination, and maintaining a healthy irreverence for professional politics.     

Cognitive-behavior therapy and physical disability

This article attempts to assist the cognitive understanding of children and adults with significant physical disability. A discrimination is offered between disability and handicap. Common cognitive schemes and irrational beliefs of people with physical disabilities are explored. The development of belief systems from a social learning perspective and several cognitive assumptions of parents and families of children who have physical disabilities are presented. Finally, certain self evaluative beliefs specifically related to physical disability are examined in terms of how they relate to self image and, concomitantly, behavior. The article offers information arrived upon from the author's clinical practice as well as the author's personal experience as a person with a physical disability.Dr. John D. Sweetland, received his Ph.D. in Clinical and School Psychology from Hofstra University in 1979. His doctoral dissertation involved the application of a Rational Emotive Education program specifically for severely physically disabled children. He is a licensed psychologist in New York State, a school psychologist with the Port Washington Public Schools and in private practice with offices in Merrick and Massapequa, Long Island. Dr. Sweetland had polio and is semiambulatory. He was also a gymnast and a nationally ranked competitive acrobat.