Affects and globalization

Abstract

The destiny of the learning processes in the context of the psychoanalytical training systems was investigated. The emotional experiences of those learning and those teaching in this system have a decisive influence on the learning of psychoanalysis. As a first step, the concept of learning through experience, taken from Bion, is presented. Subsequently, the manifold and conflicting experiences are discussed, which those participating in the training system experience. The dialectic of fragmentation on the one hand and inner and outer integration on the other hand are discussed in detail. A number of factors are noted, which make it difficult to find ways of relating the different learning processes in psychoanalytical training to one another in a clear and differentiated manner.     

Is there any new utopia in sight?

Abstract

This article is the outcome of discussions about the “dreadful state of the world” which have been going on for two years between Kenneth Hermele, an economist, Jan Stensson, a psychoanalyst, John Toler, a historian, and the author, also a psychoanalyst. Starting from our varied professional experiences, we have spoken of the importance of social imagination and Utopias, of environmental degradation, of the increasing gap between north and south, the increasing differences between poor and rich in our country, of globalisation and ethnic conflicts, of the questioning of the concept of progress and the ideals of modernism. This article discusses these questions and the feelings, often in the area of negative affect, which these changes give rise to. Great demands are made of the individual, if he is to be able to perceive and move between different contexts and different emotional areas while retaining the ability to think holistically, about himself and the other.     

Correction for faking in self‐report personality tests

Faking is a common problem in testing with self‐report personality tests, especially in high‐stakes situations. A possible way to correct for it is statistical control on the basis of social desirability scales. Two such scales were developed and applied in the present paper. It was stressed that the statistical models of faking need to be adapted to different properties of the personality scales, since such scales correlate with faking to different extents. In four empirical studies of self‐report personality tests, correction for faking was investigated. One of the studies was experimental, and asked participants to fake or to be honest. In the other studies, job or school applicants were investigated. It was found that the approach to correct for effects of faking in self‐report personality tests advocated in the paper removed a large share of the effects, about 90%. It was found in one study that faking varied as a function of degree of how important the consequences of test results could be expected to be, more high‐stakes situations being associated with more faking. The latter finding is incompatible with the claim that social desirability scales measure a general personality trait. It is concluded that faking can be measured and that correction for faking, based on such measures, can be expected to remove about 90% of its effects.     

Through two lenses: A cultural–developmental approach to moral psychology

This paper proposes a cultural–developmental approach to moral psychology. The approach builds on and synthesizes findings from different research traditions, including the cognitive-developmental, domain, two orientations, three ethics, and moral identity traditions. The paper introduces a conception termed a cultural–developmental template. The template charts developmental patterns across the life course for moral reasoning in terms of the three Ethics of Autonomy, Community, and Divinity. The template, however, is not one-size-fits-all. Its general developmental patterns accommodate to the different constellations of Ethics held by culturally diverse peoples. From the present theoretical proposal follows a set of specific research expectations as well as a set of broader research implications for how to conduct research on morality from the vantage points of both culture and development. These expectations and implications include consideration of moral emotions, definitions of morality, and cultural variation in the life course itself.     

Changing caring behaviours in rehabilitation after a hip fracture – A tool for empowerment?

Different rehabilitation programs after surgery have been presented to improve the outcome for patients with a hip fracture. Empowerment has been suggested as useful, but requires a change in the caring behaviours of health professionals. The aim with this study was to evaluate if training and supervision of the nursing staff could alter caring behaviours. A case-control study of nursing staff treating hip fracture patients was performed at a hospital with two sites. Training and supervision was given to the nursing staff at the intervention site. The intervention focused on creating positive care interaction by using eight guidelines. The evaluation was performed with recordings of a constructed caring situation before training, and observations of care situations at the ward before and after intervention. The results showed no differences at baseline between the two sites in the caring behaviours. After intervention, significant effects of caring behaviours were seen in seven out of eight guidelines, the effect sizes ranged from medium to large. The findings indicate that the nursing staff can change caring behaviours and facilitate the empowerment of patients with a hip fracture.     

The Swedes and the Paranormal

The hypothesis that Church and Science have lost some of their former standing in Sweden and made way for deviant beliefs is examined in two empirical studies which show a widespread belief in paranormal phenomena. The paper also discusses how believers in the paranormal relate to institutionalised religious beliefs and how problematic the interpretation of religious self-assessment items are.