Revealing the Difference: Between Conflict Mediation and Law Enforcement—Living and Working Together as a Conceptual and Methodological Turning Point to Activate Transformation in a Juvenile Criminal Mediation Service

This article aims at proposing the construct of living and working together in organizations as an interpretation and tool proposed in a Juvenile Criminal Mediation Service, in order to highlight how important it was as a turning point in activating the working group's reflexive function as far as their sense of belonging, otherness, culture of diversity, and work subject matter are concerned and start an important transformation process in the very service delivery. Our proposal finds its roots in a follow-up experience regarding the aforementioned service, which has been taking place for almost three years. It was structured in three different phases: a research phase evaluating process and results of the activity that was carried out; a phase of monitoring the mediation practice; a research-action phase in a clinical perspective on the working group's operating mode. The leverage of living and working together in organizations is specifically proposed as far as this last working phase is concerned, lasting approximately ten months.     

Religious Values in Clinical Practice are Here to Stay

Research to date has shown that health professionals often practice according to personal values, including values based on faith, and that these values impact medicine in multiple ways. While some influence of personal values are inevitable, awareness of values is important so as to sustain beneficial practice without conflicting with the values of the patient. Detecting when own personal values, whether based on a theistic or atheistic worldview, are at work, is a daily challenge in clinical practice. Simultaneously ethical guidelines of tone-setting medical associations like American Medical Association, the British General Medical Council and Australian Medical Association have been updated to encompass physicians’ right to practice medicine in accord with deeply held beliefs. Framed by this context, we discuss the concept of value-neutrality and value-based medical practice of physicians from both a cultural and ethical perspective, and reach the conclusion that the concept of a completely value-neutral physician, free from influence of personal values and filtering out value-laden information when talking to patients, is simply an unrealistic ideal in light of existing evidence. Still we have no reason to suspect that personal values, whether religious, spiritual, atheistic or agnostic, should hinder physicians from delivering professional and patient-centered care.

     

Three Educational Orientations: A Peircean Perspective on Education and the Growth of the Self

The theme of growth is amongst the most important and pervasive themes in the philosophy of Charles Peirce. This paper offers a synthesized account of the Peircean self drawn from his various discussions of the growth of ideas and then presents three educational orientations which, in turn, tend to foster or frustrate this growth. It concludes that the growth of the student depends significantly upon the ends or intent of the educator and upon an appropriate mean between freedom and constraint in the educational context. A commitment to such an orientation is taken to be a form of resistance to the narrowing ends of business-minded educational institutions     

Self-Regulatory Dysfunctions in Personality Disorders: The Role of Poor Self-Monitoring and Mindreading

To understand how persons self-regulate, we need, as Cervone, Shadel, Smith, and Fiori (2006 ) assert, to refer to personality science, with which it is possible to identify the multifarious psychological elements and processes helping or hindering action programming, overcoming difficulties, and error correction. Personality disorder research and personality science itself demonstrate that dysfunctions in two skills—self-monitoring and mindreading—worsen self-regulation and lead individuals to fail chronically to achieve goals in the social domain. Here we describe how poor self-reflection and biased mindreading impair self-regulation in personality disorders and other clinical conditions and make some suggestions about how to tackle them in psychotherapy.     

Identity Coping in the First Years of University: Identity Diffusion,Adjustment and Identity Distress

In today’s advanced post-capitalist societies, consolidating identity with a view to acquiring adult roles is more complex than in the past. In Italy, the changes in the educational system are also associated with changes in the labor market characterized by lack of opportunity and instability. Therefore, young people on the threshold of university are discouraged from making long-term decisions and developing a coherent identity. The aim of the study was to explore what modalities Italian students adopt in order to cope with developmental tasks and how they proceed to negotiate and resolve identity-related concerns. The participants were 332 Italian students, balanced by gender, attending the first 2 years of university and aged 18–25. We used six self-report measures: Dimensions of Identity Development Scale; Identity Stage Resolution Index; Identity Distress Scale; Locus of Control Scale; Rosenberg Self-Esteem Scale; and Depressive Symptom Subscale and Anxiety Symptom Subscale. Participation was voluntary, and anonymity was guaranteed. Findings indicate that identity processes, identity distress and sense of adulthood are related dimensions. We find five different modalities of identity coping (clusters) that identify different subjects. These retained clusters have also an effect on psychosocial correlates. Results advance the literature linking identity, sense of adulthood and coping with developmental tasks in emerging adulthood. Findings also support previous literature suggesting that coping with identity during first years of university is an important target of prevention efforts aimed at improving academic performance and identification of developmental path, particularly for individuals who exhibit identity diffusion and distress.     

How Does Confucianism Influence Health Behaviors,Health Outcomes and Medical Decisions? A Scoping Review

Journal of Religion and Health - The aim of this study is to analyze the influence of Confucianism on health behaviors, health outcomes and medical decisions. The research was conducted using the...     

Deficits in the ability to recognize one's own affects and those of others: associations with neurocognition, symptoms and sexual trauma among persons with schizophrenia spectrum disorders

While many with schizophrenia experience deficits in metacognition it is unclear whether those deficits are related to other features of illness. To explore this issue, the current study classified participants with schizophrenia as possessing a deficit in both awareness of their own emotions and those of others (n = 30), aware of their own emotions but unaware of the emotions of others (n = 50) and aware of their own emotions and of other’s emotions (n = 17). Groups were compared on assessments of neurocognitive function, symptoms, and history of sexual trauma. ANCOVA controlling for education found that the group unaware of their own emotions and those of others demonstrated poorer verbal memory, processing speed, executive function, less emotional discomfort and higher levels of disorganization symptoms relative to the other groups. The group aware of their own emotions but not those of others had a significantly higher report of childhood sexual abuse.     

Toward a model of self pathology underlying personality disorders: narratives, metacognition, interpersonal cycles and decision-making processes

If we want to explain the links between the various and heterogeneous elements--symptoms, dysfunctional forms of behavior and poor social functioning--making up personality disorders, we need model a self pathology that portrays dysfunctions, the links among them, and how their interactions maintain disorders over time. In our view, the most likely elements of self pathology are: a. problematic contents (thoughts and emotions)--experienced subjectively as states of mind and organized in the form of narratives; b. shortfalls in the ability, termed meta-cognition, to reflect on mental states, both of oneself and of others; c. pathogenic interpersonal schemas; and d. maladaptive decision-making processes. These elements get altered in the various personality disorders and interact to form typical pathological organizations. This article seeks to describe a model of self pathology in personality disorders and discuss its current scientific status based on a literature review that spans several disciplines. The model is illustrated with an example of how the pathogenic elements can interact to form personality disorder. Lastly, the limitations and advantages of the model are discussed.