The Changing Role of Fatherhood: The Father as a Provider of Selfobject Functions

Fatherhood is evolving. The way that men carry out their paternal role is reflective of the historical time era in which they live, social and cultural forces, both the mother and the father's expectations for fathering behaviors, as well as the father's own innate capabilities, wishes, and desires. Fatherhood is also greatly influenced by men's relationships with their own fathers, the quality of that relationship, and the extent to which the father was emotionally available. The ever-changing role of fathers has been a challenge for the psychoanalytic literature. There is no comprehensive theoretical body of knowledge about fatherhood that takes into account the changing nature of fathering, especially considering men's desires to be emotionally responsive and nurturing parents. This article examines the changing role of the father and suggests a model of paternal involvement that expands the nurturing and available father role to include the father as a selfobject. It discusses the importance of understanding men's relationships with their fathers, a central dynamic in shaping fathers’ involvement with their children. The residual impact of paternal deprivation is explored, followed by two clinical vignettes that symbolize the search for missing selfobject functions. This article concludes by outlining clinical implications and questions to pose to assess the selfobject relationship with one's father.     

THE QUEST FOR SELF-IDENTITY: TIME,NARRATIVE, AND THE LATE PROSE OF SAMUEL BECKETT

The long-standing problem of understanding self-identity has been most recently addressed as a matter of narrative form. Paul Ricoeur (1985a), as well as others, has examined how the discordant experience of time is structured by narrative form and can constitute an identity. This article attempts to extend his analysis to a reading of the late prose work of Samuel Beckett. While Beckett's approach to narrative identity shares similarity with Ricoeur's analysis, there are important distinctions. In contrast to Ricoeur's emphasis on the way narrative can order temporal experience, an examination of the works Stories and Texts for Nothing (1967) and How It Is (1964) serve to illustrate Beckett's experimentation with the generative power of the narrative voice. For Beckett, it seems that the very act of narration through time can give rise to problematic ambiguity and semantic multiplicity. It is argued that the literary works of Beckett complement that of Ricoeur's by attacking order and meaning; his texts show how narrating in time can distend, pull, and fragment in unexpected and generative ways. It is suggested that an appreciation of both the affirmative and negative aspects of narration are necessary for a complete understanding of self-identity.     

UNDERMINING AND CONSTRUCTING COHERENCE IN TRADITIONAL NARRATIVE PARADIGMS: CONTEMPORARY VIEWS

Using both images and metaphor proved an effective qualitative method in our study with adolescent girls who use crystal methamphetamine. The combination increased the depth of learning by inviting less calculated responses and the breadth of learning by allowing for consideration of societal and contextual dimensions of experience. In this article, we demonstrate how combining images and metaphors in qualitative inquiry can enable researchers to resist the tendency to distill complex experiences down to manageable forms. In so doing, we offer a contextualized perspective of how change may occur, thus reconceptualizing our roles as practitioners.     

The Testing Principle: Inductive Reasoning and the Ellsberg Paradox

We postulate the Testing Principle : that individuals ''act like statisticians'' when they face uncertainty in a decision problem, ranking alternatives to the extent that available evidence allows. The Testing Principle implies that completeness of preferences, rather than the sure-thing principle, is violated in the Ellsberg Paradox. In the experiment, subjects chose between risky and uncertain acts in modified Ellsberg-type urn problems, with sample information about the uncertain urn. Our results show, consistent with the Testing Principle, that the uncertain urn is chosen more often when the sample size is larger, holding constant a measure of ambiguity (proportion of balls of unknown colour in the urn). The Testing Principle rationalises the Ellsberg Paradox. Behaviour consistent with the principle leads to a reduction in Ellsberg-type violations as the statistical quality of sample information is improved, holding ambiguity constant. The Testing Principle also provides a normative rationale for the Ellsberg paradox that is consistent with procedural rationality.     

An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance

The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students’ first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness. In addition, the tendency to procrastinate had a direct negative relationship with self-regulatory self-efficacy and perceived school belongingness and was positively related to perceived stress near the end of the term. There was also a statistically significant negative total effect of procrastination on performance-approach and mastery-approach goal orientation and end-of-term grade point average (GPA). Statistically significant positive total effects of performance-approach and mastery-approach achievement goal orientations on GPA were found. However, while a statistically significant direct positive effect of performance-approach orientation on GPA was found, a direct relationship between mastery-approach orientation and GPA was not statistically significant.     

The wisdom of hindsight and the limits of Humean constructivism

Ordinary normative discourse includes talk about the reasons for action we had in the past but only came to discover in hindsight. In some cases, we come to discover these reasons not because new information has come to light, but because our values have changed. Contemporary metaethical views, namely Street's Humean constructivism and Blackburn's and Gibbard's quasi-realism, have some difficulty accounting for these reasons and the claims we make about them. This difficulty hinges on the diachronic complexity of these reasons and claims. It cannot be the case that these reasons were constructed by the perspective we had in the past before our values changed. If there were no extant reasons in the past, then it would seem that our claims about them in the present cannot be true. Quasi-realists can account for the way in which reason claims purport to be true by appealing to a deflationary sense of truth and so can remain agnostic on the actual existence of these reasons. Nevertheless, Street argues that this agnosticism is inconsistent with the quasi-realists' naturalism that should have them reject the existence of such reasons. I argue that Street would suffer from an even more acute form of this inconsistency were she to account for reasons only discovered in hindsight. At best her view does no better than the view of her chosen rivals. At worst, it discounts reasons that are so central to our moral development that it fails to be plausible.     

Participant recruitment methods and statistical reasoning performance

Optimal Bayesian reasoning performance has reportedly been elusive, and a variety of explanations have been suggested for this situation. In a series of experiments, it is demonstrated that these difficulties with replication can be accounted for by differences in participant-sampling methodologies. Specifically, the best performances are obtained with students from top-tier, national universities who were paid for their participation. Performance drops significantly as these conditions are altered regarding inducements (e.g., using unpaid participants) or participant source (e.g., using participants from a second-tier, regional university). Honours-programme undergraduates do better than regular undergraduates within the same university, paid participation creates superior performance, and top-tier university students do better than students from lower ranked universities. Pictorial representations (supplementing problem text) usually have a slight facilitative effect across these participant manipulations. These results indicate that studies should take account of these methodological details and focus more on relative levels of performance rather than absolute performance.