Notes on Cultures of Violence, Cultures of Caring and Peace, and the Fulfillment of Basic Human Needs

Some conditions in the lives of children, adults, and groups can be construed as fulfilling universal human psychological needs. The constructive fulfillment of these basic needs promotes caring and positive, helpful relations; their frustration creates an inclination toward hostility and aggression. The article describes diverse influences that can lead to violence between individuals, groups, and societies, as well as ways to halt and prevent genocide, mass killing, and other intergroup violence, including terrorism, in part by fostering culture changes that promote harmony and peace. Ideally such culture change would involve healing from past wounds, the creation of positive (rather than destructive) ideologies, supportive communities, reconciliation and the creation of a shared collective memory, education that promotes peace, and the development of inclusive caring in children. The article also refers to work in Rwanda that aims to foster healing and reconciliation, in part by helping people understand the roots of violence and its implication for prevention. Societies and families that help to fulfill basic needs promote goodness as well as optimal human functioning—the continued growth and development of individuals.     

HUMAN SURVIVAL: THE RESPONSIBILITY OF SCIENCE AND RELIGION

Abstract. Public awareness of threats to human survival has emerged with significant strength since the 1970s. Recognition that growth cannot continue infinitely on a finite planet was affirmed by publication of the Club of Rome report, The Limits to Growth. In turn, the responsibility of science for human survival has been widely debated, at least since detonation of the atomic bombs over Hiroshima and Nagasaki in 1945, but the conjunction of threats to human survival and scientific responsibility has remained rather vague. Clarification of this dual issue must take into account the role of religion, since only through a creative alliance of science and religion can a satisfactory resolution of the threats posed by global problems be found.     

Subject Competence and Minimization of the Bystander Effect

While performing a drawing task, either alone or in the presence of an observer, high- and low-competent subjects heard a workman fall off a ladder in an adjoining room. As expected, high-competent subjects (Registered Nurses) who witnessed the emergency with another bystander helped as frequently as subjects who witnessed the emergency alone; low-competent subjects (general students) evidenced the familiar bystander effect. Responses to the post-emergency questionnaire indicated that at the time of the emergency both high- and low-competent subjects felt strongly that they should do something to help the workman. The minimization of the bystander effect for the high-competent subjects was mediated by confidence in their ability to help the workman and in knowing what steps to take to help. Discussion focused on the role of subject competency in bystander intervention, effective debriefing, and the subjects' positive reactions to participating in a bystander experiment.     

Effect of task similarity on transfer performance

Transfer of training was studied using a discrete tracking task which involved aiming at targets on a moving paper strip. The effects of target speed, target size, and task demand, (number of targets aimed at in each trial) were examined separately in three experiments. In Experiment 1, a difference in stimulus input (i.e., target speed) produced large differences in task strategy (i.e., speed vs. accuracy bias). No significant transfer was found. A difference in target size (Experiment 2) involves a change in stimulus input, but this did not result in large strategy differences. Significant transfer was found when transferring from large to small targets. In Experiment 3, a variation in task demand produced different task strategies without a change in stimulus input. Significant transfer was found in all groups. The results were discussed in terms of similarity in perceptual elements and task strategy between transfer and training tasks. Greater similarity overall led to greater transfer.     

Differences in family functioning in grandparent and parent-headed households in a clinical sample of drug-using African American adolescents

Grandparents play a critical role in African American families, providing support and important leadership functions. Little is known, however, about family functioning in grandparent-headed households with a drug-using adolescent. Such knowledge is particularly salient for researchers and therapists who work with drug-using adolescents and their families. Using a clinical sample of convenience, analyses were conducted to identify similarities and differences in adolescent substance use and behavior problems, family relationships, and family social ecology relationships between African American grandparent-headed (n=12) and parent-headed (n=54) households. Results indicated that adolescents from the 2 household types reported similar levels of problem behaviors, but that grandparents reported less delinquency with peers than did parents. Primary caregivers in grandparent-headed households reported less monitoring and supervision of peers and less within-family conflict. Implications for treatment are discussed.     

FEED THE HUNGRY BEE: USING POSITIVE PEER REPORTS TO IMPROVE THE SOCIAL INTERACTIONS AND ACCEPTANCE OF A SOCIALLY REJECTED GIRL IN RESIDENTIAL CARE

We studied how rewarding peers for publicly reporting positive aspects of a socially rejected girl's behavior affected her social interactions and acceptance. The results indicated that positive peer reports reduced negative social interactions (to near zero) and increased positive interactions (to above 70%). In addition, social acceptance ratings of the girl increased from pre- to postintervention.     

Guiding Self-Change: A new model for brief psychotherapy

The authors summarize the essential ingredients of contemporary Brief Therapy (BT), the features that distinguish BT from longer-term therapies, and BT's core assumptions about personal change and influence. They then describe “Guided Self-Change” (GSC), an explicitly value-driven approach to personal change based on modern principles of adult education. GSC places primary responsibility for change with the patient as early as practicable. Inherent in this approach is an emphasis on efficient, limited utilization of counseling sessions to mentor patients' real life attitude and behavior experiments. Advantages of a highly proactive, value-driven educational orientation over the traditional therapeutic paradigm are enumerated, especially given current pressures for therapeutic efficiency.