Attachment styles,shame, guilt,and collaborative problem-solving orientations

The present study explored relations among adult attachment styles, shame- and guilt-proneness, and several measures of relationship problem-solving attitudes and behaviors. Participants were 142 undergraduates (32 males, 110 females) who completed both categorical and continuous measures of adult attachment, as well as self-report measures of the other constructs under investigation. Most participants (93%) were currently involved in either exclusive or casual dating relationships at the time of the study. Controlling for respondents’dating status, results indicated that participants’attachment styles were significantly related to both shame-proneness and collaborative problem-solving, Preoccupied and fearful students were more shame-prone than were their secure and dismissive peers, and secure participants reported significantly higher collaboration scores relative to their fearful counterparts. As expected, shame and guilt scores were differentially related to collaborative problem-solving, and participants’attachment security significantly moderated observed shame-guilt correlations. Finally, respondents’guilt and shame scores partly mediated observed relations between adult attachment styles and collaborative problem-solving orientations.     

The Victims of Corporate Failure: Some Preliminary Observations

This article discusses some of the situational and emotional factors that are unique to the job-loss experience that follows corporate failure.     

The resolution of adolescence in college

This article discusses five prominent developmental tasks encountered by the college student during late adolescence and early adulthood. The manner used to resolve these tasks is crucial not only to the student's adaptation at college but to his eventual life style. The five tasks are: (a) the shift in the nature of one's relationship with one's parents, i.e., from a child-parent to an adult-adult relationship; (b) the resolution of a personal sexual identity; (c) the creation of a value system which fits the student as a truly unique individual; (d) the development of the capacity for true human intimacy; and (e) the choice of a life's work.     

Erickson and Rogers: The Differences Do Make a Difference

The author extends an earlier discussion by Gunnison (1985) of the similarities between Milton Erickson and Carl Rogers by citing several important differences in their respective counseling approaches. The implications of these differences to the continuing evolution of counseling theory and practice are briefly discussed.     

Biological Foundations of Behavior: Implications for Counseling

Professional and social movements of the 1980s demand that counselors have a basic knowledge of biological foundations of behavior, a knowledge that has been neglected in counselor training programs, theories of counseling, and theories of personality. This article discusses biological explanations of human behavior and problems, along with implications and applications for the counselor in terms of the counseling setting, client problem, counselor role, counselor training, and the counseling profession.     

A Case of Functional Urinary Retention: The Use of Family Play Therapy

This case presents a technique for doing family therapy in families with young children. In family play therapy, the entire family plays together, allowing full participation of even the youngest children in the therapeutic process. Standard family therapy interventions in the latter part of each session make use of family interaction patterns and unconscious processes revealed during the earlier play. In the case presented here, the technique was successfully applied to a family with a 3-year-old son who had functional urinary retention. This case also provided an opportunity for interdisciplinary collaboration between the separate Child and Family Services at a major teaching hospital.     

Patterns of Family Conflict and Their Relation to College Student Adjustment

The current study explored whether college students' reported participation in one of four theoretically distinct family alignments was differentially related to their scores on a multidimensional measure of college adjustment. Students were classified into one of four family alignment groups (noncoalition, mother-coalition, father-coalition, and triangulation) on the basis of their comparative levels of conflictual independence from each parent. Results suggest that students' academic and personal adjustment are differentially affected by the nature of the parent-student conflictual alignment. Results also support the consideration of a family perspective when evaluating the student's adaptation to the college environment.     

Parts and Pretense*

This paper begins with a puzzle about certain temporal expressions: phrases like ‘Jones as he was ten years ago’ and ‘the Jones of ten years ago’. There are reasons to take these as substantival, to be interpreted as terms for temporal parts. But it seems that the same reifying strategy would also force us to countenance a host of less attractive posits, among them fictional counterparts of real things (to correspond to such phrases as ‘Garrison as he was in the movie JFK') and much more. I argue that there is a better way: we need only the idea of pretense or make‐believe to make sense of claims embedding such phrases, leaving us with no reason, so far, to accept an ontology of temporal parts.